Rhinebeck Child and Family Center, LLC            

Child Therapy Techniques - The Center for Practical Tools for Child and Adolescent Therapists

Dr. David A. Crenshaw, Director  

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Dr. Crenshaw is the proud recipient of The Lifetime Achievement Award from the Hudson Valley Psychological Association.

Dr. Crenshaw is co-editing a series of books for Guilford.  Please click here for his Guilford books and ordering information.

 Rosie, first NY trial dog and what you can do to support Rosie's Law

"Heartfelt Feelings" Coloring Cards

Certified translations in 8 languages

Find out about Dr. Crenshaw and his books at Amazon Author Page

20% discount Code # 4W9CAPBK. Click for details and to order.

in print and e-book. Click to order with 20% discount Code 2E.

Dr. Crenshaw's latest books

Save 20% with Promotion Code 2E

Click here to order from Guilford

  Click here to order from Guilford

Dr. Crenshaw's book Bereavement: Counseling the Grieving throughout the Life Cycle is so successful that it is now in its third printing and earned an average customer rating of 4.0 out of 5 starsfrom Amazon.com      

Read Dr. Crenshaw's articles in Play Therapy magazine by clicking on title: "Should I Be Worried?"  "Selective Mutism" "Preverbal Trauma" "No Time or Place for Child's Play" "Sounds of Silence" "Symbolism of Windows and Doors in Play Therapy" "The Wonder of It All" "Rosie Goes to Court"  "Secrets Told to Ivy"  with permission of Play Therapy Magazine.  

Two New Poetry Books By David A. Crenshaw (click on titles for details)       The Vision of the Heart  and A Place of Healing and Hope

Books below are available in paperback at 20% discount. To order click on the book images below or simply call 1-800-462-6420.  Code # 4W9CAPBK.  If you want to read reviews first, click on book title under the book image.

Child and Adolescent Psychotherapy: Wounded Spirits and Healing Paths,

Therapeutic Engagement of Children and Adolescents

Understanding and Treating the Aggression of Children: Fawns in Gorilla Suits

Understanding and Treating Aggressive Children: Fawns in Gorilla Suits

Handbook of Play Therapy with Aggressive Children


Evocative Strategies in Child and Adolescent Psychotherapy

Presentations- Including Upcoming
Testimonials from Presentations
Dr. Crenshaw's Publications
DVD on Grief
...Heart Symbol Strategies
...Heartfelt Feelings Coloring Card Kit
...Party Hats on Monsters
...Anger Modulation Drawings
...The Ship Prepares for Voyage
...The Magic Key
...The Fair Trial
...The Tree at the Top of the Hill
...Falling Leaves
...Holiday Writing Exercises
...Three Doors
Articles for Parents and Teachers
Article: Empathic Healer
Article: The Fawns beneath the Gorilla Suits
Article: The Hidden Dimensions
Article: Sounds of Children's Silence
Article: Windows to the Child�s Soul
Article: Selective Mutism
Article: Sealing off the Fountain
Article: by Liana Lowenstein, MSW
Article: Rosie the Golden Retriever
Poetry... Musings of the Soul
...Multicultural Language of Healing a Child
...Poetry Book-The Vision of the Heart
...Poetry Book-A Place of Healing and Hope
Tribute to Survivors of Domestic Violence
"My Wish for Children"
YouTube Videos
About Dr. Crenshaw

Mailing Address

David A. Crenshaw, Ph.D., ABPP 205 Dogwood Court Poughkeepsie, NY 12601

Phone:  (845) 489-8661

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Copyright � 2004-2015 by David A. Crenshaw, Ph.D., ABPP. All rights reserved.

Guidelines for Classroom Teachers Regarding Selective Mutism  

by David A. Crenshaw, Ph.D., ABPP, RPT-S

  1. In a quiet, comfortable, and private setting (even better in a playful context like down on the floor with the child in the play corner) explain to the child that some children find it frightening when they first speak at school. Empathize with that fear��It can be a little scary at first when you speak in school�but you will be able to do so when you are ready and it will get easier each time you do.�
  1. Ask the child when they think they will be ready to speak in school�ask the child to write down the day of the week when they think they will speak: Monday? Tuesday? Wed.? Thurs? Friday? Also ask her/him whether they think it will be a sunny day or a cloudy day when she/he will speak. Finally, ask her/him when she/he speaks will it happen in the morning or afternoon. These questions firmly establish the expectation that the child will speak�it is a matter of when not if the child will speak.
  1. Consider classroom seating arrangements that facilitate peer interactions and conversation. In addition to circle time on the floor and round table seating arrangements�it may be possible to seat next to the child with selective mutism, a child that she/he talks to outside of school, a regular playmate of the child.
  1. Cultivate an individual relationship with the child by asking the child if she/he would remain behind a few minutes to help the teacher with some kind of errand, collecting or arranging things in the classroom.
  1. Consider inviting the parents or an older sibling to come into the classroom to initiate conversation in a quiet area to �practice reading� or �to do math problems� as a way of desensitizing the child to speaking in the classroom.
  1. Avoid at all costs putting the child �on the spot� where there is a demand for the child to speak. This almost never works out.
  1. Also do not allow other students to pressure the child to speak.
  1. The emphasis rather should be on creating relaxed, playful, comfortable, interpersonal contexts that makes it simply natural for the child to speak.
  1. Should the child speak try not to react in a way that puts the spotlight on the child. The least attention paid the better because if a lot of attention is focused on the child speaking, it will almost always cause them to shut-down.
  1. Redirect the other children if they make a big deal about the child speaking. The teacher can simply say, �We always knew that _________ would speak when she/he was ready. Not let�s get back to spelling.�


Copyright � 2008 by David A. Crenshaw, Ph.D., ABPP.  All rights reserved.