"Silent Children - Approaches to Selective Mutism" is translated into Japanese

Bamen kanmoku heno approach, a new Japanese book and DVD about selective mutism, was published on March 31.

The book is a collection of writings by many authors, such as Chair of Smira (Selective Mutism Information and Research Association), parents, a special education specialist, a professor emeritus at an university, and so on.

And the DVD accompanying the book is the first Japanese DVD devoted to selective mutism, as far as I know.

The book and DVD is a Japanese translation of Silent Children - Approaches to Selective Mutism, written and produced by SMIRA in conjunction with Leicester University Department of Education.

SMIRA is a UK based support group for children with selective mutism, their parents and so on.

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Also in Japan, there are two support groups established within a few years. Knet, one of them, translated Silent Children with the help of SMIRA.

Until recently, there was only one Japanese book written by professionals that made selective mutism the main theme. The book is Bamen Kanmokuji no Shinri to Shido (Psychology and guidance of children with selective mutism), published in 1994.

In 2007, a Canadian book Helping your child with selective mutism was translated into Japanese and published. Association of Selective Mutism in Japan, another support group in Japan, was concerned in the publication.

In 2008, Knet wrote Bamen kanmoku Q & A (What is Selective Mutism?).

Half of them is translation. I think that is because Japan have few know-how about selective mutism.

Index of SM in Japan

Teachers and classes (2)

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Chapter 5 Selective mutism and my high school years

Teachers and classes (2)

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[Japanese class]

There were two types of Japanese classes. One was contemporary writings. The other was classic literature. My homeroom teacher taught contemporary writings.

As in the case of English classes, teachers assigned us preparation. We had to solve problems about contemporary writings or translate classic language into current one. I did so and read answers and translations I thought in advance when I asked to do so by teachers in class.

[Japanese history class]

As in the case of English classes, keeping the habit of keeping eye contact with teachers, Japanese history teacher also found me and got close to me.

[A PE teacher]

I was surprised to see my PE teacher at the first PE lesson. I had once seen him when I was freshman in high school. He also remembered me.

In addition to selective muitsm, I had some complex. I was weak in sports. But he was interested in me and friendly talked me. He called me "Tomi-chan" with affection. I had not known such a PE teacher.

* chan is a Japanese suffix.
Japanese honorifics
(New window open)

One odd thing for me is that he sometimes talked about love when he talked to me. He sometimes talked about A, the most beautiful girl in my class. It seemed to me that he wanted me to be interested in the opposite sex. I guessed that he saw me as a boy who was deeply interested in study but not in girls. So, maybe he felt anxious for my future. I felt anxious in another way. I was not interested in A. If my classmates heard the conversation, they may think that I loved A. What is worse, if the classmates told A that Tomishige loved A, I was misunderstood even by A.

(To be continued)

Index of SM story

Teachers and classes (1)

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Chapter 5 Selective mutism and my high school years

Teachers and classes (1)

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Many teachers were concerned with me when I was sophomore. Homeroom teacher, English teacher, Japanese teacher, history teacher, mathematics teacher, etc.

I developed a good relationship with them.

I guessed almost all teachers saw me a hardworking students. In fact, I got high marks in regular exams.

[Homeroom teacher]

My homeroom teacher had a stern look on her face. At first I was afraid of her. But when I get to know her personality, I realized that I misunderstood her.

She seemed to be a veteran teacher. She know well how to lead students to study to pass entrance exams to the Universities.

[English class]

In my high school, there were two types of English lessons. One was reader (lessons in reading English). The other was grammar. In both classes, teachers translated English textbook into Japanese, solved problems in textbook, or explained English grammar.

Teachers assigned us preparation. We had to translate English into Japanese or solve problems in advance. So we did so and wrote translation and answers on our notebooks before English classes began. When teachers asked us to translate textbook or solve problems in class, we read our notebooks.

I also did so. Although I had selective mutism, I could read sentences written on books or notebooks in class in a low voice. In retrospect, that may have been a behavior therapy.

As I wrote earlier, I had been in the habit of keeping eye contact with teachers when I listened in class although I had selective mutism (see Han note, Eye contact, Majime).

Keeping the habit, an Engilsh grammar teacher found me and got close to me. Thanks to my habit of nodding, I could get acquainted with him although I hardly spoke.

(To be continued)

Index of SM story