Unwanted Changes

Things have been going really well for a few weeks here. That way where you begin to think you might have cracked it and that having no specific difficulties is the new normal way of life. I wasn’t getting complacent about it; if anything it was making me feel a bit uncomfortable and suspicious, not because I want to have difficulties but because it seemed a bit too good to be true. About a day after having that thought, some problems predictably began to arise. I don’t think it is anything major at this stage, hopefully not, but we are at the point of thinking Little Bear’s behaviour might be escalating and we are keeping a close eye on what’s going on.

There are two issues, both school based. At the start of the school year we had some School Worries and then various things happened to resolve them (see Alleviating School Worries). Since then there have been niggles but generally an upward trajectory with Little Bear and Mrs C, his TA, getting to know one another better. Over the past two months or so I would say they have got into their groove. Little Bear feels safe with Mrs. C; he listens to her and accepts her authority. Mrs. C has come to understand Little Bear and what he needs and how to help him. Consequently Little Bear’s behaviour has been very settled and he has made fabulous progress. We have been very pleased with how everything has been going.

Unfortunately, Mrs. C is now experiencing some personal issues; a member of her family is very poorly and understandably she needs to take time out to care for them. She is still coming in most days but sometimes only helping Little Bear for an hour before leaving. Obviously I know it can’t be helped and I really feel for her, having been through it all last year with Supergran, but at the same time, with my parent hat on, I’m a bit gutted. Consistency is so important for children who struggle with attachment and trauma. It has taken a long time for this relationship to be properly established and just as things have settled seems an unlucky time for disruption to happen. Mrs. C is Little Bear’s safety net at school now. He knows she is there to help him and without her I suspect he is a little lost.

We are lucky in that Little Bear has made good progress and can now cope with a bit less support and still get some work done, where he couldn’t have managed to earlier in the term and would have become very disruptive. However, we are all too aware that things can escalate quickly when much needed support is taken away. We are keeping an extra close eye on how Little Bear is and checking in with his teacher more frequently.

The school are not currently covering Mrs C’s time when she isn’t there as it likely to be a short term situation but we are concerned that they may need to if Little Bear shows us he isn’t coping.

When I picked Little Bear up yesterday he appeared dyregulated and really struggled to listen on the way home. He did daft things like hide in someone else’s front garden and tried to put a Hula Hoop in his ear that he would not normally do these days. Could this deterioration in behaviour be a sign he isn’t coping quite so well as we thought?

Well, it could, but equally it could be due to the other school issue that we are also concerned about. For some reason that I can’t fathom, the school have changed the entire dinner menu. They have changed it on the premise of it becoming healthier. In practise, they have removed all carbohydrates. Cauliflower rice or celeriac mash anyone?

I’m all for healthy eating and children having their vegetables, of course I am, but I do think this menu has gone about three steps too far. Little Bear loved buying some toast at break time and I always encouraged it because he gets very hungry and I felt it was regulating for him. I am sure there is some evidence about children who have experienced trauma needing more fuel because they expend so much energy trying to stay within their window of tolerance (if anyone knows what I’m on about please point me in the right direction). I also think Little Bear has to work harder due to his Developmental Language Disorder, another reason to keep his energy levels up.

Anyway, needless to say he can’t buy toast anymore because bread is the food of the devil or some such nonsense.

The lunchtime menu now has one choice only so I guess you eat it or you don’t. Previously there were always two choices and personally I feel there still should be – aren’t children allowed to have preferences? My feeling about the food now is that it would probably be delicious for me, a grown up with developed taste buds, who is conscious of my waistline but either I have failed as a parent or my children are lacking in some way as they are very unlikely to eat it. I don’t know many children who would eat harissa lamb or Greek salad or greek yoghurt and berries for every pudding, to be honest. Apparently they have done it on purpose to get the children tasting more things.

The thing is I feel as though they have misunderstood the function of a school lunch. In my eyes yes, it should be as healthy and fresh as possible, but it should be appealing to most children because the most important thing is that they eat it, fill their tummies and are able to approach the afternoon well-regulated and able to concentrate. I think that pushing boundaries and trying things can happen at home or during special events at school but the last thing I want is for Little Bear to push his posh nosh round his plate, not eat any of it and spend the afternoon swinging from the lampshades. Being well-fed is crucial for Little Bear’s behaviour regulation. If he is hungry he will not be able to control himself and he certainly won’t be able to learn.

I feel as though the school has inadvertently created a very exclusive menu which will inevitably exclude many children. There has been no consideration for children who may have restricted diets due to underlying conditions such as Autism or children who have had limited life experiences. Before Little Bear came to us, he didn’t eat any vegetables and perhaps only one or two fruits. The fact that he will happily eat a range now feels like a success to me; I don’t feel the need to push him beyond his comfort zone and I don’t appreciate the inference that my child (or my parenting) is somehow lacking by him not wanting to eat anything on the exclusive school menu. I feel as though it has somehow become an elitist basis on which to separate the parents – those who have succeeded in getting their children to eat like grown-ups and those who haven’t. Bring back jacket potatoes and roast dinners I say, are they really that detrimental to our children’s health?

As an aside, the children are no longer allowed to bring a cake in when it’s their birthday either which I find very sad. I know we are meant to be concerned about childhood obesity but neither of my boys sits still and Little Bear has a six pack to be jealous of. I think he can eat a slice of cake now and again without any of us getting too concerned.

Anyway, menu-related rant aside, I am mainly concerned about Little Bear’s wellbeing and him pushing his friends about and trying to shove crisps into his ears could well be due to hangry-ness. Little Bear not eating his lunch could well be a disaster and could easily lead to an escalation in his behaviour. I am trying to keep a close check on whether he is eating at school, though it is proving difficult as, according to him, yesterday’s lunch was soup and porridge which even by the new menu’s standard seems unlikely.

I know change is unavoidable but on this occasion I really wish they’d left things well alone. For our children, those who have been through enough already, small things can be big things and medium-sized things like not having your trusted adult or being expected to survive a day without carbs can be enough to upset their wagons completely. Here’s hoping this is just a small bump in the road and not the next dip on the rollercoaster.

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Unwanted Changes

Pressure to Know

Right from the start of the adoption process I have been aware of the need to get knowledgeable. I mean, adopting is a massive life-changing decision and you should certainly go into it with your eyes wide open. I think my quest for knowledge started even before the process itself. I sought out adopters with zeal and bombarded them with a gazillion questions. I googled different agencies and scoured their websites. I kept meerkat-alert for anything adoption or fostering related on TV or in magazines.

Once the process-proper began the reading came thick and fast. Our Social Worker would give us relevant articles to read or suggested You Tube clips to watch. Prep groups were fairly intense and threw up several new issues we would need to research, even though the safeguarding side of things was already familiar to me through my work in the NHS. Reading lists were given; book suggestions made.

I think at that point my focus in reading was attachment theory (Vera Fahlberg, Kim Golding) and real accounts of adoption or fostering (Sally Donovan, Casey Watson, Cathy Glass).

I suppose as we came to the end of the process and towards meeting Little Bear I probably thought I was fairly well prepared; that I at least had a good grounding in relevant theory.

Then we met Little Bear and it is quite hard to describe what happened. Knowing the theory we had gleaned so far was helpful and we probably did apply it. Well, I think we did. I don’t really know because that period is a bit of a blur to me. I suspect we used the theory in a subconscious, surviving minute to minute kind of a way. I do remember routinely ‘meeting’ with Grizzly of an evening to dissect the day’s events and to analyse why things had gone wrong, what might be behind Little Bear’s behaviour and what we might be able to do about it.

We were certainly reflecting (wracking our souls) even if we did not turn to literature for solace. I think I may have dipped into the books I already had a couple of times but they didn’t have chapters called “what to do when you don’t love your child straight away” or “when your child says ‘go away stupid’ at 3am and throws things at you” or “ways of staying calm when you are fully losing your shit” so I’m not sure they were doing what I needed them to.

I hadn’t yet discovered adoption Twitter which may well have plugged that gap for me had I have known about it. Discovering it and the world of blogging was something of a watershed moment when it did happen in January 2016 (about 5 months in). It is hard to quantify what I have learned from online adoption resources but I guess one of the crucial things has been an adoption reality check. I am now much more aware of the variation in children’s needs; the variation in support; the whole spectrum of issues faced by adopters as well as the campaigning that goes on to improve things. Prior to that watershed moment I was quite naively unaware of the struggle that many face in attempting to traverse their adoption journey.

My online life has also brought issues to my attention that I likely wouldn’t otherwise encounter or consider such as the fact that some people view adoption as a scandalous and incredibly negative act; that adoptees struggle to have their own voice; that contact with birth relatives is not black and white and cut and dried. That some adopters have exceeded their contact agreements and have met, befriended and even invited members of their child’s birth family into their homes was shockingly revelatory.

Throughout the months and years since, my thirst for knowledge has not been quenched. I continue to scan the landscape meerkat-like for any adoption-related information, stories or articles. There have been further watershed moments along the way. One was reading an article by Beacon House (The Repair of Early Trauma A “Bottom Up” Approach) which caused the penny to finally drop that Little Bear has experienced trauma. Looking back I feel pretty stupid that I didn’t know that before (more of this in a minute). I suppose that my reading about attachment only ever told me part of the story.

Discovering Beacon House altogether was brilliant and I have since read many more of their articles and infographics as well as plundering their online downloadable resources which I like to tell others about too.

Reading that article led me to other books. Controversially I had never read any Dan Hughes (though I had obviously heard of him) and now felt it was time to welcome him and Bruce Perry into my life. Although the principles of therapeutic parenting seemed fairly instinctive to me, I had somehow never actually read about them.

At some point I also attended a Nurtured Heart course and became a fully paid up member of Adoption UK, opening up their magazine to me (another great source of information).

The problem, because there is one, with all of this is that the more I learn, the more I realise I don’t know. Ignorance is pretty blissful. I still have the same desire and the same drive to be knowledgeable but the further into that quest I get, the harder it seems to achieve. The end goal of knowing everything there is to know about adoption seems to move ever further from me as I realise exactly what that entails. It initially seemed like a narrow field that I would absorb quickly but as I wade in a little further, I can see the field widening out and including all these things that I never thought it would.

I can remember being 12 and being quite sure that I knew as much as grown-ups. I was convinced I had this whole knowing about life thing sewn up. I have a sneaking feeling I continued with that level of quiet confidence throughout my teens and twenties (obviously with moments of deep angst thrown in for good measure). As I reach the latter end of my thirties I fear I was incredibly vain in my youth as it is becoming increasingly apparent that there were many things I really didn’t know or understand about life in general.

As I’m getting older, I’m clearly not getting wiser and unfortunately it feels the same way about adoption. The more I find out, the more I realise I didn’t know before. Having the watershed moments I’ve described, and others like them, can actually be pretty painful. You realise you were merrily trotting along being ignorant about certain things and that realisation can be unbearably cringe-inducing. I seem to be a bit prone to self-doubt since entering parenthood and sometimes gaining knowledge only serves to undermine my confidence in the whole thing.

Being a parent and specifically an adopter seems to invite a high degree of self-critique. Are we really doing everything we can to meet our child’s needs? Do we have all the right knowledge and information behind us?

I often look to more experienced adopters and am in awe of their expertise. I know that their savoir-faire has been borne from necessity and often being the only person who is fully-versed in their child’s needs, which is a great sadness, but it has essentially led to them becoming extremely knowledgeable.

I’m lucky in that, so far, I have always had access to professionals who understand attachment, trauma etc. and I have not had to be a lone voice, cramming knowledge in order to fight for my child. I have encountered people who know little but have always had the back-up of people who know lots.

I am also lucky that I work with some of the most knowledgeable and experienced social workers that there are (I’m not exaggerating). This is a double-edged sword that offers me a huge, unparalleled resource but, at times, another reason to doubt the depth of my own knowledge.

Whilst I can’t help doubting myself (it creeps in without my permission), the sensible bit of me tells me I mustn’t allow it to cloud my decisions and approaches. Parenting is much better carried out naturally and without a negative voice over your shoulder. Theory is essential and knowledge is power but I need to remember that whatever I do or don’t know I am walking the walk. This parenting lark is happening. It is not waiting about for me to read another book. I am doing it. I have been doing it for some time.

I know what I know. I probably need to work a bit harder to accept that what I know is not everything there is to know. I may never know that. I need to accept that as I gain in knowledge it will expose gaps in what I knew before. That is inevitable. It is probably an essence of being human and one of those things that I thought I knew about when I was 12 but actually didn’t.

Becoming an adopter has involved a steep learning curve and is most likely going to continue to for a long time yet. I shall endeavour to scale the curve, absorb the knowledge and try not to undermine myself as I go.

 

 

 

 

Pressure to Know

Schools Out

For the past fortnight the Bears’ school has been in transition, with each class getting settled in their new classroom and with their new teacher. Things seem to have gone fairly smoothly but I checked in with Little Bear’s teacher yesterday, just to be sure.

I wrote a few weeks ago in Support about school (and us) having secured funding top-up funding for Little Bear. I have recently found out that the school have been able to advertise for a TA and that they have employed somebody and this person will provide Little Bear with 20 hours of support per week. Obviously this is great. They will work from 8:30 am so will be able to greet him and will finish at 12:30 meaning he gets support for some of his lunch time – a flashpoint when things often go awry. He will have 1:1 or small group support available for all his core subjects.

I’m very pleased about this.

Things are never perfect though and there are a couple of little niggles at the back of my mind. Firstly I didn’t expect the TA to be anybody that I knew. It turns out she is a parent of children in the same school. I don’t know her but I know of her as she has previously volunteered in the school, in fact in Big Bear’s class. She used to hear them read and was quite infamous amongst the parents for making slightly judgemental comments in their take home books.

I have noticed that if you smile at her she tends to look the other way.

I feel a little uncomfortable that she is a parent too and that she is going to know lots of things about Little Bear’s background and his behaviour and his learning needs. I have to assume that she is a consummate professional.

I am going to need her to start speaking to me though because I consider there to be a team around Little Bear, consisting at the moment of the teacher and myself & Grizzly, and Mrs. C will soon be an integral part of that. We will need to work closely together and will need to be consistent in our approaches. I am trying to keep an open mind and am hoping that we can achieve the partnership that I’m aiming for.

Little Bear’s teacher and I have agreed to let Mrs C settle in and get to know Little Bear and then for us to have a meeting in maybe the third week. This will help us all get up to speed and hopefully signal the start of a good working relationship.

Unfortunately Mrs C has been tied up in her old contract and has not been able to meet Little Bear during his transition weeks. The school have provided a different TA for the interim. Little Bear has bonded with her well and has been happy to work with her. His teacher and TA have been impressed with what he has been able to achieve with support. He has concentrated well and been co-operative.

There is an obvious risk that the inconsistency of returning to a different TA could throw Little Bear. There is a risk that he may not bond with her as easily and may not be as keen to work with her. I hope this is not the case and it is just my natural tendency to think of all the things that could possibly go wrong talking. I am keeping everything crossed that Mrs C’s firm approach will be ideal for him and that he will work with her quite happily.

My chat with the teacher also revealed that whilst things are going pretty swimmingly in the mornings, the afternoons are a different story. Little Bear does not have support in the afternoons. He seems to be doing ok with accessing the carpet time plenary session but when the children are meant to be doing some independent recording it sounds as though he is doing whatever he fancies. I can see why he would because he cannot do independent writing yet and it sounds as though he is struggling to occupy himself with something constructive and is tending to get into a bit of bother instead. The reduced supervision will be difficult because we know he has a tendency to lash out where verbal negotiation is needed and we also know that the other children have a tendency to purposefully push his buttons. With the best will in the world the teacher cannot see everything at once and it is quite a full on class. I can see why things are going belly-up.

It sounds as though the one thing that will occupy him is the IPad… I really don’t want him to spend every afternoon glued to a screen. Hmm.

Also, it seems as though Little Bear is not being particularly co-operative with things such as tidying up when asked. This is interesting because he generally will tidy things away if I ask him to at home. Ever the opportunist I suspect he is just doing what he can get away with. It is so important that we all handle situations like this in the same way otherwise Little Bear picks up on the inconsistency. When he detects that the boundaries aren’t particularly clear or firm I do think that his anxiety rises and his behaviour deteriorates.

My plan is to let the holidays happen and to send an e-mail ready for the start of term with some thoughts on things that might help. Perhaps it would be helpful to have a bank of activities that would occupy Little Bear when he can’t access the work – things that would provide him with a bit more variety and learning potential than the IPad alone. I’m also wondering about alternative recording options for him such as recordable switches and talking tins, until his writing has developed a bit more. I will need to be clear about how we manage it if Little Bear refuses to tidy up or turn the IPad off when asked.

It could be that afternoons without support are not ok but we’ll have to see how things go.

The conversation made me even more thankful that we got the funding that we did and made me shudder to think what things could have been like if Little Bear was trying to manage whole days without tailored support.

I need to forget about it all for now though: school’s out! I have no idea how a whole academic year has gone already. Time really does fly.

When I tucked Little Bear in tonight I told him how proud I am of him and how well he has done at school. I know it hasn’t been plain-sailing but overall I am very happy with how his first year has gone. He’s done brilliantly. Over the summer we can really focus on his speech and keep trucking with the reading and writing. I know school is out but the learning needs to continue. He’s pretty keen these days and we can easily weave lots of learning into the things he chooses to do.

So far I am feeling keen and enthusiastic for my task ahead but I think we should take bets as to how long I will last before I’m tearing my hair out and counting the days until term starts again!

 

 

Schools Out

Support

Support can come in many forms and from a range of sources and this week we have experienced some of them.

The first thing was that we got an outcome on the funding application we made to the LA for additional support for Little Bear on his transition to year 1. We had not applied for a full EHCP but for ‘top-up funding’, of which there are several levels. This is short-term funding, just for the next academic year. It avoids a full assessment (which is required for an EHCP) but obviously does not give the long-term commitment and legal obligation of an EHCP. The point of top-up funding is to support “accelerated progress” for those children who need it. We felt this was ideal for Little Bear because given his background (neglect) he does need more support to catch up with his peers and it is difficult to say at this stage whether he will continue to need that throughout his school life or not.

Our application for funding was supported by the school and the Educational Psychologist and we had all contributed to the paperwork. We know that the leap to a more formal education in year 1 will be huge for Little Bear and that he will still require access to the EYFS. We also know that Little Bear needs very specific and 1:1 support to learn new tasks and to move forward with his educational targets – I wrote about the type of support that makes a difference to him last week in Jigsaws. Therefore, we were all agreed that additional funding would be required, on top of the £6000 the school are obliged to provide from their SEN budget.

On Wednesday the SENCO was waiting for me when I came to pick Little Bear up from school. “Have you seen the letter?” she said, “we’re fuming!”. I had not seen the letter as although the LA had addressed it to me, it hadn’t (and still hasn’t) found its way here. She ushered me in and we went through to the office she shares with the Head to read it. The first thing I noted was that the letter referred to Little Bear in his birth name. I have no idea how that came about as he has been legally adopted for over a year now and neither school nor us had used that name on any paperwork. It is quite concerning that the name is still in circulation and still on somebody’s data base somewhere.

The letter itself said that the LA were rejecting our application for funding as it had been sent in on the wrong paperwork (it hadn’t), Little Bear was making “excellent progress” and there weren’t any Speech and Language targets even though we had talked a lot about his Speech and Language Needs (there were targets included with the application). This was very annoying and disappointing. However, school had been very proactive and the Head had already phoned the LA and given them a telling off. He had got them to agree to read the paperwork properly and to take it back to panel, which happened to be taking place the next day.

Although I was annoyed, there was nothing I had to do as school had handled it and I felt reassured that they were on our side and were prepared to fight for Little Bear, just as I would be. I do feel lucky that this is the case as I’m only too aware of others in a similar position where the school would not have supported their application in the first place. Other schools would have just accepted the rejection letter and would not have queried it and the outcome would have been completely different.

When I shared what had happened on Twitter, it was lovely to get virtual support from friends and people I have never met who were outraged on my behalf.

Last night, I got a call from the SENCO. They had heard back from the LA, who had evidently realised they had cocked the whole thing up and who had now read the application properly and have granted us the funding! In fact, now they’ve thought about it, they have seen fit to grant us a level higher than the one we actually applied for.

I’m so happy that this has been resolved as I really feel it will make the difference between a rocky transition and Little Bear being able to do the very best that he can next year. Getting the right support in place for him is absolutely essential and thanks to the ongoing support we receive from school that has now been achieved and they are looking at employing a TA.

 

The second bit of support I got this week was rather unexpected. Little Bear has not been well at all. He had a course of antibiotics a couple of weeks ago but it has made little difference. He has a horrible cough and is just not himself, even though he is still running about all over the place. I have been umming and erring about taking him back to the doctor for a few days now but I had to go myself on Tuesday and sat waiting for over an hour and a half in the ridiculous ‘sit and wait’ clinic they operate. The thought of sitting there for that length of time with Little Bear filled me with dread so I have to admit I was avoiding it and hoping he might miraculously recover. When I saw his pale face and not as enthusiastic as usual running at sports day yesterday I knew I really did have to take him.

I decided to call them and be honest: maybe they could help me out by letting me have an actual appointment slot? I wasn’t too hopeful as the receptionists at our doctors are just like everywhere else – a little scary and you have to basically beg and give them far too much medical information to even have a chance of getting in.

I rang them anyway though and explained that Little Bear has some difficulties with behaviour and cannot tolerate waiting for a long time. I felt a bit fraudulent doing it though I’m not sure why as it is true. There weren’t any slots yesterday but the lady assured me that if I called in the morning they would be able to help me. A while later she called me back and said someone had just cancelled, would I like to book their slot? It was really good of her to take the time to remember us (they must get loads of calls) and to bother to find my number and call me back. This morning she called me again – the doctor had phoned in sick but she had jiggled things about so we could still have an appointment.

We have now been and only needed to wait 15 minutes which was much better. Little Bear was hanging off the reception desk and licking my arm and running about so I think they could see my issue!

Once again I feel lucky that when I asked for the support, it was there. I suppose it was a small thing but it did make a big difference to my day.

 

The third type of support I have observed this week was from Big Bear towards Little Bear. At sports day whenever Little Bear was participating in a race, Big Bear and the entirety of his year 3 class chanted and shouted for him. It was lovely.

 

This week I have also run one of my Communication Workshops. It was attended by prospective and current adopters. I love meeting other adopters in this context as hearing their stories is always so interesting. Sometimes I meet someone who is having a hard time of it and I can really sense their anxiety and worry and their being constantly on the brink of tears. I think it’s because I can see myself in the early days in them. I tend to go home and think about them a lot and hope they have the support around them that they so badly need.

Adoption is not an easy route. There are so many things that we have to constantly have on our mental agendas, so many things we have to chase up and even fight for. Good support is absolutely critical. I am, as ever, incredibly grateful for the support and kindness we have been shown, not just this week but every week. I know others are not so fortunate but I do think it is reassuring for us all that good support does exist and can be found somewhere.

 

Support

Jigsaws

I know this seems a slightly strange blog topic but Little Bear has taken a real interest in jigsaws recently and in doing so I have learned a lot about how he learns and how he needs to be taught.

Up until very recently Little Bear has not shown an interest in activities that require sitting still and concentrating, such as jigsaws. He has had lots of other needs in terms of developing his play skills so I haven’t been too concerned. Having a bigger brother who does sometimes (not a lot as he too doesn’t like sitting still) do these types of activity has helped Little Bear a lot though. If Big Bear is doing something, Little Bear generally wants to do it too. As I have got really strict with screen time and have been encouraging Big Bear to find other things to occupy himself one evening he did sit down and start doing a jigsaw. Of course Little Bear was in hot pursuit and got one out for himself too.

I had to intervene as I knew that the one he had chosen was too difficult. We swapped it for a very simple one with 4 large pieces. At that stage, it was too much to ask of him that he try to complete it on his own. Little Bear put the first two pieces he found together, couldn’t make them fit immediately, growled and chucked them across the room. It would have been easy to abandon ship at this point. However, I was feeling particularly resilient that day and decided to persevere. “Come on, you can do it” I cajoled, shifting the pieces about so that two that went together were close to one another. Little Bear managed to put them together with a surreptitious jiggle of the bits from me. I made a big thing of how clever he was. Could he stick another piece on I wondered aloud.

I began to get concerned because he didn’t seem at all able to see that we were making a picture and with only two pieces left there weren’t many options. He would try to put a straight edge into a hole or a corner piece into the middle. Each time he perceived himself to be failing at the task (which happened every few seconds), he would lose his temper and throw the pieces and sometimes break the ones we had already done if I wasn’t quite fast enough. Rather than losing my temper (which would be easy to do if feeling frazzled) it made me even more determined that he should feel success and complete the task. I think at one point he got up to wander off and give up. It was hard to know how far to push him but I knew that he wouldn’t think he could do jigsaws unless he actually did one so I pretty much made him come back and finish it off. I gave a lot of help and short of actually putting the pieces in place for him, heavily scaffolded the task. All the while a part of me wondered if I was placing too much pressure on him as perhaps he actually wasn’t capable of doing it?

However, jigsaw finally completed, we were able to high five, applaud and do lots of bows. Big Bear is always fabulous in these situations and spontaneously joined in with the praise. Now that the marathon of completing one 4 piece jigsaw was over I thought we could tidy up and go to bed. However, to my surprise Little Bear had other ideas. He wanted to do another jigsaw. So off we went again. It wasn’t much easier the second time and Little Bear certainly wasn’t a natural at ‘seeing’ the picture and matching bits together. I thought back to the discussions we’d had with the Educational Psychologist in which he said that Little Bear’s language scores were in advance of his visual skills, a statement that at the time I had felt must be wrong. However, was this the type of thing he meant? I had to agree that what I was seeing was concerning and that without a significant amount of adult support, Little Bear would not be able to complete even a very simple jigsaw at the age of 5.

We persevered and geed on by his previous success Little Bear was pretty determined to complete the next one. That is not to say that he didn’t lose his temper or become easily frustrated but with encouragement and a calm approach and I have to admit, an element of me refusing to allow him to fail at it, we completed another and another and about 5 more. In the end I had to call time on it and put him to bed.

I was astonished when in the morning he wanted to do more still. He got out every jigsaw we own one by one and we painstakingly completed each of them until the playroom floor was covered. I tried to teach him strategies to make it easier e.g. that one has a straight bit. It is an edge. It goes at the side. Or that was has two straight bits. It is a corner. I pointed at similarities between pieces. Look, that one has purple on it too or the cat’s tail is missing, I wonder where it is.

I repeated myself a lot. No matter how much I said it, the task didn’t seem to be getting any easier for Little Bear, not least I suspect because ‘edge’ and ‘corner’ were new words for his vocabulary. But I had to admire his persistence. I don’t think there are many children who would want to keep going and going at something they are finding so hard. I kept the praise level high and despite Little Bear repeatedly saying “I’m rubbish at jigsaws” I tried hard to re-frame that thought and help to show him otherwise. Once the floor was almost entirely covered, he began to admit that he might be The Jigsaw Master.

This was just a couple of weeks ago. Little Bear still likes to get the jigsaws out but now he can complete a 30 piece jigsaw on his own.

Nothing about this situation is as I would have predicted it and it has taught me several things:

Firstly, when Little Bear doesn’t appear to be able to do things, is it because he really can’t or because he doesn’t believe he can? I rather suspect that he often gives up at the first hint of failure as his default position is to assume that he can’t. This leads me to think that sometimes putting a bit more pressure on him to complete a task the first time he encounters it is the right thing to do to show him that he can (with a high level of support of course).

However, it is hard to know which tasks to target and whether it is realistic to expect him to achieve them. Taking a hard approach to tasks that he might not be able to complete would be really damaging.

Secondly, I do feel there was an element of Little Bear having difficulties learning the task. I don’t think he was ever going to spontaneously figure jigsaws out by himself. However, it has shown that with specific teaching he can learn and he can generalise his skills pretty quickly. He needs specific teaching of strategies e.g. he couldn’t notice the similarities between pieces so I had to verbalise things that seemed obvious. Once he has been taught these strategies and there has been a lot of repetition of them, he can apply them well. I suspect this is due to differences in his neural pathways, caused by years of neglect. However, just because he can’t learn something the usual way, doesn’t mean we can’t find a way around it and create a new neural pathway for him.

Thirdly, because of the first and second point, Little Bear can’t really be expected to try new tasks by himself. He needs a grown up by his side to keep him regulated, focused and to give him heaps of positive feedback. I really hope we get the EHCP funding we have applied for as this is the very reason why he needs it.

I have found at home that if I get the support wrong the first time we try a task that can be the end of his engagement with it forever, so good support for new tasks is essential.

I am genuinely shocked at his progress with jigsaws and at what he can do now. The fact that he was so motivated to succeed, despite all the barriers, is nothing short of inspirational. He allowed countless repetitions of the task over the course of a few days which will undoubtedly have cemented his skills much more quickly. He even sat and helped with a huge jigsaw of the world that the 4 of us were working on the other day. It was hard for grown-ups but he now believes he can do jigsaws so wasn’t unduly phased. He did brilliantly and Big Bear got bored before he did.

I am now thinking about what other tasks we could tackle in this way. We have managed it with Maxi Hama beads – we had the same “I can’t do it”, “you do it for me” situation the first time we tried those but by the end of the morning he was pushing my hand away saying “I do it myself”.

I have also noticed that once Little Bear has mastered a task his attention span suddenly increases beyond recognition. His teacher called me in the other day as she was shocked that he had sat on the rug in a corner of the classroom for a whole hour by himself doing jigsaws. They had all been muddled up and he had painstakingly sorted and completed them. She had never seen him concentrate for more than 10 minutes on anything and didn’t know that he could.

This weekend, Little Bear spent several hours making Hama bead creations until he had used every single bead and I had to make a hasty Amazon purchase.

Evidently confidence is playing a huge role in Little Bear’s ability to learn. Little Bear, you really need to believe in yourself as much as I do because what you have achieved so far is nothing short of astounding.

And thank you to the humble jigsaw, who knew I could learn so much from you?!

 

 

 

 

 

Jigsaws

Ways to support your child through adopting a sibling

Big Bear (our birth son) was 5 years old when we began the adoption process. How to involve him and ensure that the adoption would be a success from his point of view as well as ours was one of our main concerns. Here are some of the things we did that seemed to help:

  • We were very honest with Big Bear and kept him involved right from the start. We discussed adoption with him before we met with any Social Workers. I’m not sure it would have been a good idea to persevere with the plan if he had been very negative about it.
  • We explained in very simple terms what the next step was at each phase to give him some sense of time frames.
  • Big Bear did some preparation work with our social worker and we worked through the BAAF leaflet called “Adopting a brother or sister”. We also read other relevant books such as Nutmeg Gets Adopted but that one does have a lot of text. I think these sorts of things helped with giving Big Bear an idea of what adoption was and why a child might need to be adopted.
  • I found that raising some of the possible issues of having a sibling in real life situations made Big Bear think the most. For example if we had been playing with a child and their sibling and an issue had arisen over sharing or hitting or turn taking, I would talk about it with him afterwards. I might say “did you notice how Bob snatched that dinosaur from Jane? I think lots of brothers and sisters do that. I wonder how you’d feel if your brother or sister does that?”
  • We tried to talk about the things that worried Big Bear and take them seriously so that he knew he could talk to us about anything. His biggest concerns were generally about his ‘stuff’.
  • We tried to draw up some house rules that took his worries into consideration e.g. his precious things could be kept in his bedroom and he didn’t have to share them; the Bears would need to knock on each other’s doors and couldn’t go in unless the Bear in question had said yes; toys that were downstairs needed to be shared.
  • We were very careful about not telling Big Bear too much about the potential match until after matching panel, as we didn’t want him to become attached to somebody we might not end up being matched with. We made sure he was first to see any photos after panel.
  • We involved Big Bear in all the preparation for Little Bear arriving. He helped us make a DVD, he decorated the front of Little Bear’s photo book and we went to Build-a-Bear workshop where Big Bear chose and built a bear for his brother. We bought Big Bear a “congratulations on being a big brother” gift so that he didn’t feel he was missing out. Big Bear helped us get Little Bear’s bedroom ready and we made some little changes to his room too.
  • Once Little Bear was here it became obvious that our preparation of moving toys around and plans to knock before entering were not enough. Little Bear couldn’t be trusted at that point to stay out of Big Bear’s room. In fact he tried to get in there the second our backs were turned. Big Bear couldn’t settle himself as he was anxious about the little one getting in when he was out or in the middle of the night. Whilst we knew Little Bear probably wouldn’t do anything much if he got in there, we felt it was important we listened to Big Bear and did what we could to lessen his stress. We put a lock on his door. It was too high for Little Bear to reach and it opened from both sides so we knew it was safe. I think it’s quite an extreme measure but it was the best thing to do in the circumstances.
  • If I accidentally leave the door open now, Little Bear tells me off and shuts it for his brother J
  • Luckily Little Bear goes to bed early so each evening one or other of us has special time with Big Bear. We have found that to be vital in making Big Bear feel as though life hasn’t changed too much and giving him the space to speak to us about anything he might be worrying about.
  • Big Bear has only said something negative about the arrival of Little Bear a couple of times. We didn’t tell him off: we wanted him to know that he can speak to us honestly. We decided to handle it by upping his special time, with help from the grandparents and he seemed much happier after a week or so.
  • We have always worked hard to keep the rules the same for everybody e.g. no hitting. We are clear on what behaviours will result in consequences and what those consequences might be. I think it has helped both boys to see that we are fair and that they are both treated the same way if they do something they shouldn’t.
  • Equally, we have tried to engender kindness. If Little Bear and I were out while Big Bear was at school, I might encourage Little Bear to choose a little treat or gift for his brother and then one for himself for being kind. I would make sure that Little Bear gave the gift, not me.

After a very rocky start, the Bears now have a lovely relationship. They make each other laugh, they are affectionate, they look after each other (each is always ready to defend the other) and I can honestly say they very rarely fall out. The bedroom door remains resolutely locked though!

Ways to support your child through adopting a sibling

National Adoption Week

This week is National Adoption Week – an opportunity to raise the profile of adoption and some of the issues surrounding it. The main theme this year is #SupportAdoption, meaning both to get more people behind the adoption cause but also to highlight the support that is required for adoption to be successful. That support can take many forms, from personal support networks made up of friends and family to that offered by formal post-adoption services to financial support provided by the ASF (Adoption Support Fund). The support can have a whole host of functions – from practical help with meals to childcare to training to psychotherapeutic input for children and families.

All adoptive families are different and we all have different sets of needs. Equally, our needs can change over time, depending on circumstances and events.

As an Adoption Social Media Champion I have decided to get behind National Adoption Week by releasing a mini-blog each day, covering different aspects of support from my point of view:

Tuesday: Why support adoption?

Wednesday: Support networks for adoptive families

Thursday: Ways to support your child/ren through adopting a sibling

Friday: Speech and Language Support for adopted children

 

I would be really grateful if you could help me to support National Adoption Week by sharing the mini-blogs far and wide. Let’s get everyone talking about adoption!

National Adoption Week