Selective mutism and flipped teaching in systemic approach

Abstract

Selective mutism is a not well-known and seemingly rare disorder which strikes during childhood, but that, without a didactic intervention, can result in a chronic degenerative process. The educational action occurs as part of an anamnestic and psychoeducational evaluative analysis, a systemic plan for a didactic-pedagogical intervention aimed at the co-construction of inclusive social settings. The flipped inclusion, model of the didactic-transformative inclusiveness, enabling specific systemic paths to follow, drives a procedure of semantic and symbolic recognition, of logical and computational inferences, which transform the data into ontology and the intersubjectivity into
rel-a(c)tion, in order to re-construct individual and contextual sense and meanings. The proposed socio-educational model, based on the ethical triad made of self-esteem, solicitude and communities/institutions, proves itself useful for the social multi-dimensional and multi-relational advancement
of the person, especially when communicative specialties are there to be considered, understood and supported in a vicarious modality.