ME, THE BOY, AND THE MONSTER

I know it’s a bit early for the traditional ‘looking back over the year’ post, but I’m in a reflective sort of mood this evening, after randomly deciding to re-read this post which I wrote just after Christmas last year. Something strange and unprecedented happened this week in our therapy session; the therapist asked us to consider whether we could stop sessions for the moment, because we seem to be - touch wood - doing alright. Unfortunately Tickle hasn’t managed therapy for some weeks now, and it seems that he really isn’t ready for it at the moment, but as his behaviour at home is more or less OK our therapist seems to think that we should just get on with life for a bit, and then maybe come back later when he’s ready. It’s a strange idea, having fought SO hard to get in to therapy, and particularly because we both know that without it our family would have broken apart in a rather spectacular fashion... could we let go of this security blanket? And do you know, I think we pro...

I recently conducted a small survey to find out how school teachers felt about the issues that looked after and care-experienced children experience in school. I am working on developing some resources to help schools be better equipped to deal with the issues, and I believe if I’m going to have any chance of getting the schools to engage with this, I need to have a good understanding of the issues from their point of view. I know what I  think the problem is, but first I wanted to hear what the teachers themselves had to say. The summary of results is below: What teachers are worrying about: The top three worries from the teachers who responded were behaviour, the difficulties that the children were experiencing, and the lack of support for staff to effectively deal with these. Behaviour  could be broken down in to three categories: - avoidant/withdrawn behaviour, including hiding, running away, refusing to engage with tasks, distraction - oppositional/chall...