[Purpose] The client with selective mutism is a thirteen year old, and refused to go to junior high school. The client explained that he was afraid of “feeling cold eyes” from his classmates. In order to help the client attend school, his dysfunctional competences need to be remedied. Intervention using memory therapy (Katsumata, 1994) was conducted to get the client to return to school.
[Methods] The memory therapy was conducted in 17 therapy sessions every other week during eight months. Memory training initially involved using the link system for images (Lorayne & Rucus, 1974). Sums of the first recall time, the second recall time, and the third recall time were measured in each training session. After the recalls, impressions of the client were recorded. The Feeling-Attitude scale (Hildress, 1946) and The Kumamoto University Competence Scale (Katsumata, 2005) were also administered.
[Results & Discussion] After the 14th session, the client started to attend class the whole day. There were small changes in the competence level, indicating that memory training improved the client’s cognitive style, vocal action, volition, task accomplishment, and self-confidence. The memory therapy might provide a powerful positive intervention, and can become one of models for positive intervention.
Sakuma Shinichi, IUHW, CPC, Gyawali Bijay, IUHW; Yamaguchi Jun, CPC; Watanabe Junko, Showa Univ.; Katsumata Teruchika, CPC.