I've read many literature on selective mutism on international peer reviewed journals (e.g. Journal of the American Academy of Child and Adolescent Psychiatry). The authors are American, European, or even Israeli. But I've rarely seen Japanese.
Japanese researchers contribute to domestic journals. But almost none of them to international peer reviewed journals.
From Bachelor of Economics' point of view, it's odd. Some Japanese economists contribute their papers to international peer reviewed journals. It's an honor for them to appear in such journals, especially top journals. That's an incentive for them.
Of course, there can be no comparison between economics and child psychiatry. But it's common that researchers discuss issues on international journals.
Why do Japanese researchers contribute only to domestic journals? Some of them must know that international discussion on selective mutism exist, because they cite many English-written literature.
As far as I know, so do Chinese and Korean researchers.
Index of SM in Japan
Wednesday, October 31, 2007
Tuesday, October 30, 2007
A naughty boy and a delinquent boy
* * * * * * * * * *
Chapter 4 Selective mutism and my junior high school years
A naughty boy and a delinquent boy
* * * * * * * * * *
[A naughty boy]
I was bullied in school when I was the first-fourth grade. But when I was the fifth-seventh grade, few classmates bullied me.
When I moved up to the eighth grade, I was bullied again.
The bully's name was M. He teased me in various ways. He was a childish and naughty boy.
His way of bullying was also childish. For example, he sometimes hid my pen case or shoes. Grade school children may do so, but he was a junior high school student.
Oddly enough, his academic performance was better than mine. I was frustrated.
[A delinquent boy]
There was a delinquent boy in my class. I (and other classmates) was scared of him. If I attracted the attention of him, I was bullied by him.
[Signs of maladaptation]
Although most classmates were kind to me, a few of them weren't. Bullying was not so serious, but I began to show signs of maladaptation.
(To be continued)
Index of SM story
Chapter 4 Selective mutism and my junior high school years
A naughty boy and a delinquent boy
* * * * * * * * * *
[A naughty boy]
I was bullied in school when I was the first-fourth grade. But when I was the fifth-seventh grade, few classmates bullied me.
When I moved up to the eighth grade, I was bullied again.
The bully's name was M. He teased me in various ways. He was a childish and naughty boy.
His way of bullying was also childish. For example, he sometimes hid my pen case or shoes. Grade school children may do so, but he was a junior high school student.
Oddly enough, his academic performance was better than mine. I was frustrated.
[A delinquent boy]
There was a delinquent boy in my class. I (and other classmates) was scared of him. If I attracted the attention of him, I was bullied by him.
[Signs of maladaptation]
Although most classmates were kind to me, a few of them weren't. Bullying was not so serious, but I began to show signs of maladaptation.
(To be continued)
Index of SM story
Thursday, October 25, 2007
Economic impact of selective mutism
I wasn't psychiatrist nor psychologist. In fact, I majored in economics when I went to college.
I searched the literature that analyze selective mutism from economists' point of view. But I couldn't find them as I expected. But I found related literature. I read only abstract, though.
[Economic impact of autism]
One of them is Jarbrink, K., and Knapp, M. (2001). The economic impact of autism in Britain. Autism, 5(1), 7-22. According to the abstract, this study estimates economic consequences of autism in the UK. The lifetime cost for a person with autism exceeded ￡2.4 million. The main costs are for living support and day activities.
[Economic impact of selective mutism?]
I get a hint from the study. "Economic impact of selective mutism." But as far as Japan, almost all children with selective mutism don't receive living support nor go to day activity centers.
[Direct cost]
As far as selective mutism, some Japanese children see doctors or counselors. Some of their parents pay their money to see doctors or counselors. But some don't.
Some children undergo counseling in schools or child consultation centers. If they do so, their parents didn't have to pay counseling fee. But as the saying goes, there's no such thing as a free lunch. School counseling costs are covered by tax revenues or tuition. Counseling in child consultation centers are financed from tax revenues.
Some children may not see doctors nor counselors. Some of them are left without being noticed their selective mutism. Even if they are recognized as selectively mute children, teachers and parents don't necessarily refer to doctors nor counselors. When the children grow up but their symptom don't disappear, they or their parents may need to pay some cost.
So, how much cost?
[Indirect cost]
If we think cost in the context of economics, we also need to estimate "opportunity cost."
Let's think of a working mother. She recognizes that her daughter has selective mutism. So, she reduces her working hours to help her daughter. To help her daughter, she gives up her income that she earned before. The income that she gives up is opportunity cost.
Homemakers who have children with selective mutism also pay opportunity cost. They may study about selective mutism, negotiate with teachers or share their thoughts with other mothers on web forums. But if they put their time into any jobs, they will earn some income. That's opportunity cost.
Children also pay opportunity cost. For instance, if nobody treat thier selective mutism, their disturbances will interfere their educational or future occupational achievements. That may decrease their lifetime wages. That's opportunity cost.
[The most cost-effective treatment]
Anyway, I think that the most cost-effective treatment for selective mutism is early intervention. If early intervention is made, the symptom will disappear soon. But if early intervention isn't made, prognosis will be less favorable. If the symptom worsens, it takes considerable time and money to treat selective mutism.
But as far as Japan, early intervention is not necessarily made. I think that's because of imperfect information. Not all people know about selective mutism. Not all people know early intervention is cost-effective.
I searched the literature that analyze selective mutism from economists' point of view. But I couldn't find them as I expected. But I found related literature. I read only abstract, though.
[Economic impact of autism]
One of them is Jarbrink, K., and Knapp, M. (2001). The economic impact of autism in Britain. Autism, 5(1), 7-22. According to the abstract, this study estimates economic consequences of autism in the UK. The lifetime cost for a person with autism exceeded ￡2.4 million. The main costs are for living support and day activities.
[Economic impact of selective mutism?]
I get a hint from the study. "Economic impact of selective mutism." But as far as Japan, almost all children with selective mutism don't receive living support nor go to day activity centers.
[Direct cost]
As far as selective mutism, some Japanese children see doctors or counselors. Some of their parents pay their money to see doctors or counselors. But some don't.
Some children undergo counseling in schools or child consultation centers. If they do so, their parents didn't have to pay counseling fee. But as the saying goes, there's no such thing as a free lunch. School counseling costs are covered by tax revenues or tuition. Counseling in child consultation centers are financed from tax revenues.
Some children may not see doctors nor counselors. Some of them are left without being noticed their selective mutism. Even if they are recognized as selectively mute children, teachers and parents don't necessarily refer to doctors nor counselors. When the children grow up but their symptom don't disappear, they or their parents may need to pay some cost.
So, how much cost?
[Indirect cost]
If we think cost in the context of economics, we also need to estimate "opportunity cost."
Let's think of a working mother. She recognizes that her daughter has selective mutism. So, she reduces her working hours to help her daughter. To help her daughter, she gives up her income that she earned before. The income that she gives up is opportunity cost.
Homemakers who have children with selective mutism also pay opportunity cost. They may study about selective mutism, negotiate with teachers or share their thoughts with other mothers on web forums. But if they put their time into any jobs, they will earn some income. That's opportunity cost.
Children also pay opportunity cost. For instance, if nobody treat thier selective mutism, their disturbances will interfere their educational or future occupational achievements. That may decrease their lifetime wages. That's opportunity cost.
[The most cost-effective treatment]
Anyway, I think that the most cost-effective treatment for selective mutism is early intervention. If early intervention is made, the symptom will disappear soon. But if early intervention isn't made, prognosis will be less favorable. If the symptom worsens, it takes considerable time and money to treat selective mutism.
But as far as Japan, early intervention is not necessarily made. I think that's because of imperfect information. Not all people know about selective mutism. Not all people know early intervention is cost-effective.
Thursday, October 18, 2007
Three girl students
* * * * * * * * * *
Chapter 4 Selective mutism and my junior high school years
Three girl students
* * * * * * * * * *
[Three girl students]
As soon as the new school term started, our homeroom teacher changed seating arrangements. At first we students seated according to the Japanese syllabary. But three girl students, K, N and Y suggested changing seating arrangements, and our homeroom teacher accepted it.
Seating was decided by drawing lots. The three girl students took the lead in drawing lots. From what I saw, they suggested changing seating arrangements just because they wanted to change them. I thought how pushy and impish girls they were. Although most students like changing seating arrangements, they usually didn't suggest it to teacher as soon as the new school term started.
Casting my lot and looking at it, I was very surprised. I was assigned to K's neighbor. K was the leader of the three girl students who suggested changing seating arrangements. In addition, a word Atari! (winning ticket!) was written in the lot by K.
In this way, I seated next to K. K and her friends' characters were completely opposite to me. But they cherished me. Curious to say, they often said, "Tomishige is Kawaii (cute) !"
[Y, a girl]
Among the three girls, particularly Y had a strong interest in me. Y was an active girl. She was tall, leggy and beautiful.
One episode I remember was when she and I ran together in an athletic meet. The athletic meet was held soon after the new school term started. She asked me to take part in an obstacle race in pairs with her, and I accepted it. She belonged to a track and field club. On the other hand, I wasn't good at running. But she adapted to my pace of running in the race.
Another episode was when I cleaned the entrance of the school. We students were supposed to clean the school. And a half of students of my class, including me, were assigned to clean the entrance of the school. But almost all students neglected cleaning. Believe it or not, only I cleaned the entrance. Then Y held a broom and said, "Tomishige, clean with me."
Y was very kind to me. I was sometimes helped by her. I didn't know why she was so kind to me. But I felt deeply grateful for her kindness. Even when I promoted to the ninth grade, we were in the same class. She had been very thoughtful of me until we graduated from the junior high school.
(To be continued)
Index of SM story
Chapter 4 Selective mutism and my junior high school years
Three girl students
* * * * * * * * * *
[Three girl students]
As soon as the new school term started, our homeroom teacher changed seating arrangements. At first we students seated according to the Japanese syllabary. But three girl students, K, N and Y suggested changing seating arrangements, and our homeroom teacher accepted it.
Seating was decided by drawing lots. The three girl students took the lead in drawing lots. From what I saw, they suggested changing seating arrangements just because they wanted to change them. I thought how pushy and impish girls they were. Although most students like changing seating arrangements, they usually didn't suggest it to teacher as soon as the new school term started.
Casting my lot and looking at it, I was very surprised. I was assigned to K's neighbor. K was the leader of the three girl students who suggested changing seating arrangements. In addition, a word Atari! (winning ticket!) was written in the lot by K.
In this way, I seated next to K. K and her friends' characters were completely opposite to me. But they cherished me. Curious to say, they often said, "Tomishige is Kawaii (cute) !"
[Y, a girl]
Among the three girls, particularly Y had a strong interest in me. Y was an active girl. She was tall, leggy and beautiful.
One episode I remember was when she and I ran together in an athletic meet. The athletic meet was held soon after the new school term started. She asked me to take part in an obstacle race in pairs with her, and I accepted it. She belonged to a track and field club. On the other hand, I wasn't good at running. But she adapted to my pace of running in the race.
Another episode was when I cleaned the entrance of the school. We students were supposed to clean the school. And a half of students of my class, including me, were assigned to clean the entrance of the school. But almost all students neglected cleaning. Believe it or not, only I cleaned the entrance. Then Y held a broom and said, "Tomishige, clean with me."
Y was very kind to me. I was sometimes helped by her. I didn't know why she was so kind to me. But I felt deeply grateful for her kindness. Even when I promoted to the ninth grade, we were in the same class. She had been very thoughtful of me until we graduated from the junior high school.
(To be continued)
Index of SM story
Wednesday, October 10, 2007
Hospitalized children with selective mutism in Japan
I like reading the literature about selective mutism. The other day, I bought a Japanese journal to read a paper on selective mutism. But it costs an arm and a leg. I live in poverty. :(
Some Japanese researchers publish case studies on hospital treatment for selective mutism.
A representative example is Mitsuhiro Tanzi's study (2002) "Long-term prognosis of children with elective muism who receive hospital treatment" in Bulletin of the Faculty of Social Welfare, Hanazono University, 10, 1-9. Tanzi reports 11 children with elective mutism who received hospital treatment from April 1982 to March 1988. Tanzi also presented the study to The Japanese Association of Educational Psychology. You can read the extract from http://ci.nii.ac.jp/naid/110001887806/. The web site is provided by National Institute of Informatics (Japan).
Another recent study about hospital treatment I know was Shigemori Kyutoku et al. (1983)'s case report. Shigermori et al. reports a case that lasts mutism for seven years.
But they are rare cases. Most Japanese professionals don't use hospital treatment for selective mutism. Nonverbal treatment methods, for instance, play therapy and sandplay therapy, are popular. Behavioral therapy is also popular but is not frequently introduced as Europe and America.
Index of SM in Japan
Some Japanese researchers publish case studies on hospital treatment for selective mutism.
A representative example is Mitsuhiro Tanzi's study (2002) "Long-term prognosis of children with elective muism who receive hospital treatment" in Bulletin of the Faculty of Social Welfare, Hanazono University, 10, 1-9. Tanzi reports 11 children with elective mutism who received hospital treatment from April 1982 to March 1988. Tanzi also presented the study to The Japanese Association of Educational Psychology. You can read the extract from http://ci.nii.ac.jp/naid/110001887806/. The web site is provided by National Institute of Informatics (Japan).
Another recent study about hospital treatment I know was Shigemori Kyutoku et al. (1983)'s case report. Shigermori et al. reports a case that lasts mutism for seven years.
But they are rare cases. Most Japanese professionals don't use hospital treatment for selective mutism. Nonverbal treatment methods, for instance, play therapy and sandplay therapy, are popular. Behavioral therapy is also popular but is not frequently introduced as Europe and America.
Index of SM in Japan
Saturday, October 06, 2007
New teacher
* * * * * * * * * *
Chapter 4 Selective mutism and my junior high school years
New teacher
* * * * * * * * * *
I was promoted to the eighth grade.
Before new school term started, we students were informed of new class composition. I was surprised to know the class composition.
[New teacher]
My new homeroom teacher was a young male teacher. He was a physical education teacher and was a adviser to a track and field club in my school.
He was known as an intimidating teacher. He sometimes imposed physical punishment on students.
When I was the seventh grade, I took his PE lessons. Receiving his lessons, I thought that I didn't want him to be my homeroom teacher.
[Nervous diarrhea]
At the first day of the school term, I had diarrhea. I guessed that my worries about new school life caused the diarrhea.
At that time opening ceremony was about to start. I needed to go to the bathroom. But I had selective mutism. It was difficult for me to ask my homeroom teacher's permission to go to the bathroom. But I managed to get his permission.
A few weeks later, I had diarrhea again. I managed to get my homeroom teacher's permission and went to the bathroom again.
Since then, when I'd tried to say something to him, he'd always asked me, "Bathroom?"
(To be continued)
Index of SM story
Chapter 4 Selective mutism and my junior high school years
New teacher
* * * * * * * * * *
I was promoted to the eighth grade.
Before new school term started, we students were informed of new class composition. I was surprised to know the class composition.
[New teacher]
My new homeroom teacher was a young male teacher. He was a physical education teacher and was a adviser to a track and field club in my school.
He was known as an intimidating teacher. He sometimes imposed physical punishment on students.
When I was the seventh grade, I took his PE lessons. Receiving his lessons, I thought that I didn't want him to be my homeroom teacher.
[Nervous diarrhea]
At the first day of the school term, I had diarrhea. I guessed that my worries about new school life caused the diarrhea.
At that time opening ceremony was about to start. I needed to go to the bathroom. But I had selective mutism. It was difficult for me to ask my homeroom teacher's permission to go to the bathroom. But I managed to get his permission.
A few weeks later, I had diarrhea again. I managed to get my homeroom teacher's permission and went to the bathroom again.
Since then, when I'd tried to say something to him, he'd always asked me, "Bathroom?"
(To be continued)
Index of SM story
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