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Parents Helping Kids with SM: What's Too Much? What's Not Enough?
For loving caregivers, it is challenging to see your child in distress. It can be difficult to grapple with the fact that ‘rescuing’ a child from moments of distress can actually do more harm than good. When we make it too easy for an anxious child with selective mutism not to talk, we inadvertently reinforce their habit of avoidance. It teaches them, “Yes, this is too scary, and it should be avoided.” Overly supportive parent behaviors are often referred to as “accommodation” and can look like answering a question for your child or ordering for your child at a restaurant. At the same time, there will be many situations where your child with SM is not ready to engage verbally, and you do need to step in. Join Leeann Fogelson, MSEd, from Kurtz Psychology Consulting PC, as she helps you think through important questions: What should I do or say in the moments of my child’s distress? What does the research tell us? What is the difference between accommodation and providing effective supports? When is it appropriate for me to speak for my child?

Jun 16, 2021 06:00 PM in Central Time (US and Canada)

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Leeann Fogelson, MSEd, PhD
Psychology Intern @Kurtz Psychology
Leeann Fogelson, MSEd, PhD is Kurtz Psychology’s Pre-Doctoral Psychology Intern and will be competing her Post-Doctoral Fellowship with the Kurtz Psychology team starting July 2021. Ms. Fogelson conducts individual, family, and group therapies with children, adolescents, and their caregivers. Ms. Fogelson is trained in diagnostic assessments and evidence-based clinical interventions for both children and adolescents. She has a strong foundation in multiple treatment modalities including Cognitive Behavior Therapy (CBT), Behavioral Parent Training (BPT), Parent-Child Interaction Therapy (PCIT), Parent-Child Interaction Therapy adapted for Selective Mutism (PCIT-SM), Parent Management Training (PMT), and Exposure with Response Prevention (ERP). In addition, Ms. Fogelson engages in school-based clinical care and provides trainings and consultation to school staff, develops classroom wide academic and behavioral intervention plans, as well as create student specific interventions.