interaction
Can a foster parent ‘over-advocate’ for their foster child?
We follow a number of online forums and this came up over at www.fostercarecentral.com. A carer posted that they’d been told they ‘over-advocated’ for their foster child.
Over-advocate? That seems to be legal-speak creeping into the child services area. We are sure we could find some plain english expressions that are much clearer and, quite frankly, a whole lot more honest.
‘An advocate is someone who speaks on behalf of another person, especially in a legal context. … Implicit in the concept is the notion that the represented lacks the knowledge, skill, ability, or standing to speak for themselves.’ (Wikipedia)
So let’s be honest and decipher what that term might mean. As a foster parent, you attend case conferences, and talk with social workers on behalf of your foster child. Depending on their age or their circumstances they might lack the knowledge, skill, ability, maturity or capability to speak on their own behalf.
Can a carer ‘over-speak’, or ‘over-represent’? Are we saying more than we should?
We’d love to hear an honest debate on this one. We’d like to ask the social workers whether they are saying that we aren’t educated or qualified or experienced enough to make a contribution to the discussion about the child’s needs?
Or are they saying that we simply don’t have the right to contribute? Is our role to provide a home and care but leave the decision making to the ‘system’?
Sadly, this sounds like a turf war.
If the social welfare profession is so precious that outspoken foster parents cause grief, then we really need an overhaul. Business deals with outspoken, opinionated customers and shareholders all the time. We judge their contribution according to their talents, but we don’t – and can’t – prevent them from having their say.
We’ve had workers who spent a great deal of energy telling us, with diminishing degrees of politeness, to shut up and get back in our box. We had a role to play, designated by the system, and they were thoroughly annoyed that we didn’t stick to the script.
But interestingly, it’s our willingness to step outside ‘our role’ that sees us maintaining contact with children formerly in our care, long after they have become adults. It’s why we stepped up to help them ‘age out’ of foster care (emotionally, financially and with life skills), when the system, previous carers, and all those passionate social workers had left the scene.
If we applied some innovative thinking to the issue, then maybe the passion with which carers might speak on behalf of a child is a good thing? Business has long recognised that divergent viewpoints and passionate debate, if managed well, drive much better results.
So it gets down to frontline training. In all fairness we believe social workers have a large range of stakeholders to deal with – from authorities, to birth families, to agencies, to carers and beyond. But there are other professions that deal with such a range. The ability to manage people is not taught at university (and if anyone tells you it was, or is, they are lying). It is learned on the job, over many years, and requires both an interest in people and a willingness to be self-aware. Too often the fundamental skill that underpins both of those elements – listening – is absent.
So, listen up. We’ll over-advocate for the Camper as long as we can breathe.
(If you are a carer about to provide care, you might like to print these bullet points out, amend or add to them to reflect what you think you bring to the placements, and give them to your worker.)
And if doing any of that is a challenge, we suggest a great deal more training is needed. We’re happy to assist.
Over-advocate? That seems to be legal-speak creeping into the child services area. We are sure we could find some plain english expressions that are much clearer and, quite frankly, a whole lot more honest.
‘An advocate is someone who speaks on behalf of another person, especially in a legal context. … Implicit in the concept is the notion that the represented lacks the knowledge, skill, ability, or standing to speak for themselves.’ (Wikipedia)
So let’s be honest and decipher what that term might mean. As a foster parent, you attend case conferences, and talk with social workers on behalf of your foster child. Depending on their age or their circumstances they might lack the knowledge, skill, ability, maturity or capability to speak on their own behalf.
Can a carer ‘over-speak’, or ‘over-represent’? Are we saying more than we should?
We’d love to hear an honest debate on this one. We’d like to ask the social workers whether they are saying that we aren’t educated or qualified or experienced enough to make a contribution to the discussion about the child’s needs?
Or are they saying that we simply don’t have the right to contribute? Is our role to provide a home and care but leave the decision making to the ‘system’?
Sadly, this sounds like a turf war.
If the social welfare profession is so precious that outspoken foster parents cause grief, then we really need an overhaul. Business deals with outspoken, opinionated customers and shareholders all the time. We judge their contribution according to their talents, but we don’t – and can’t – prevent them from having their say.
We’ve had workers who spent a great deal of energy telling us, with diminishing degrees of politeness, to shut up and get back in our box. We had a role to play, designated by the system, and they were thoroughly annoyed that we didn’t stick to the script.
But interestingly, it’s our willingness to step outside ‘our role’ that sees us maintaining contact with children formerly in our care, long after they have become adults. It’s why we stepped up to help them ‘age out’ of foster care (emotionally, financially and with life skills), when the system, previous carers, and all those passionate social workers had left the scene.
If we applied some innovative thinking to the issue, then maybe the passion with which carers might speak on behalf of a child is a good thing? Business has long recognised that divergent viewpoints and passionate debate, if managed well, drive much better results.
So it gets down to frontline training. In all fairness we believe social workers have a large range of stakeholders to deal with – from authorities, to birth families, to agencies, to carers and beyond. But there are other professions that deal with such a range. The ability to manage people is not taught at university (and if anyone tells you it was, or is, they are lying). It is learned on the job, over many years, and requires both an interest in people and a willingness to be self-aware. Too often the fundamental skill that underpins both of those elements – listening – is absent.
So, listen up. We’ll over-advocate for the Camper as long as we can breathe.
(If you are a carer about to provide care, you might like to print these bullet points out, amend or add to them to reflect what you think you bring to the placements, and give them to your worker.)
- We will challenge you on decisions, and we will give you our well thought out opinion on what we see the child going through.
- We will raise issues and suggest decisions that need to be made for you to give us feedback on.
- We will tell you politely if we think you are wrong, and we will become less polite if you ignore us.
- We will expect you to be skilled enough to see the love/compassion we have for this child and understand the depth of our care for the child.
- As time goes by we will expect you to be skilled enough to see the love this child has for us, or the reliance they place on us, and take that into account.
- We don’t accept there is any ‘mark’ to overstep so we will have no tolerance for you complaining, overtly or covertly, about us doing that.
- We will expect that you, as the professional you hold yourself out to be, will be able to assess us and judge us and manage us and collaborate with us.
And if doing any of that is a challenge, we suggest a great deal more training is needed. We’re happy to assist.
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Children need a strong adult relationship
‘We should also, however, recognise that some adults fail to raise their children properly, fail to care for them, and fail to socialise them.’
So, a voice of reason. Chris Gardiner is the CEO of the Police and Community Youth Clubs. He posted a great article on The Punch today about kids at risk. That quote is from his article.
He argues that we should be investing in our youth in trouble, because while ‘re-socialising dysfunctional, delinquent kids is relationship and resource intensive, … it is cheaper and more effective in the long run than detention centres and prisons. For example, it costs $11 per day for youth conferencing, and $556 per day for custody.’
(And just to explain why this is an issue, he notes that NSW has several times the number of kids in detention that Victoria has, and that over half the kids locked up are aboriginal.)
It’s the same message we hear from the ‘children at risk’ support system. Get into the family, support them, stop the family structure breaking down. Fix it, rather than manage the fallout.
So why does Gardiner’s article sound more realistic to us?
He puts the child at the centre of it.
After that early statement about the family, he talks about the child, and what they need. Let’s be blunt - he doesn’t talk about propping up a failing family structure. He advocates action with the child, and for the child. He says we need to give these children ‘the chance for social development that they have been thus far denied’.
There is no reason why support for the family shouldn’t continue. But it should be separate to support allocated to the child.
And here’s the paragraph that could well be written for children in care.
‘For intervention to work, though, it must be built on an intense engagement around a single, consistent and strong adult relationship and an alternative peer setting. Kids need an adult committed to them, and not a committee of social workers and public servants (as interagency case management often becomes).’
This issue of attachment came up in an American Academy of Paediatrics article on Developmental Issues for Young Children in Foster Care , and we wrote about it previously on our blog. Here’s the relevant paragraph from the Academy article:
‘Having at least 1 adult who is devoted to and loves a child unconditionally, who is prepared to accept and value that child for a long time, is key to helping a child overcome the stress and trauma of abuse and neglect.’
So we think those two paragraphs might contain some guidance for assessing whether a child at risk is getting what they need:
Those of us lucky enough to grow up in a nurturing family will read those points and understand what they mean. We know what that looks and feels like.
So, how long should we take to decide a child is NOT getting that, and what are we prepared to do about it?
So, a voice of reason. Chris Gardiner is the CEO of the Police and Community Youth Clubs. He posted a great article on The Punch today about kids at risk. That quote is from his article.
He argues that we should be investing in our youth in trouble, because while ‘re-socialising dysfunctional, delinquent kids is relationship and resource intensive, … it is cheaper and more effective in the long run than detention centres and prisons. For example, it costs $11 per day for youth conferencing, and $556 per day for custody.’
(And just to explain why this is an issue, he notes that NSW has several times the number of kids in detention that Victoria has, and that over half the kids locked up are aboriginal.)
It’s the same message we hear from the ‘children at risk’ support system. Get into the family, support them, stop the family structure breaking down. Fix it, rather than manage the fallout.
So why does Gardiner’s article sound more realistic to us?
He puts the child at the centre of it.
After that early statement about the family, he talks about the child, and what they need. Let’s be blunt - he doesn’t talk about propping up a failing family structure. He advocates action with the child, and for the child. He says we need to give these children ‘the chance for social development that they have been thus far denied’.
There is no reason why support for the family shouldn’t continue. But it should be separate to support allocated to the child.
And here’s the paragraph that could well be written for children in care.
‘For intervention to work, though, it must be built on an intense engagement around a single, consistent and strong adult relationship and an alternative peer setting. Kids need an adult committed to them, and not a committee of social workers and public servants (as interagency case management often becomes).’
This issue of attachment came up in an American Academy of Paediatrics article on Developmental Issues for Young Children in Foster Care , and we wrote about it previously on our blog. Here’s the relevant paragraph from the Academy article:
‘Having at least 1 adult who is devoted to and loves a child unconditionally, who is prepared to accept and value that child for a long time, is key to helping a child overcome the stress and trauma of abuse and neglect.’
So we think those two paragraphs might contain some guidance for assessing whether a child at risk is getting what they need:
- A single, consistent and strong adult relationship
- An adult committed to them (our comment – in action, not words)
- An adult devoted to them
- An adult who loves them unconditionally
- An adult who is prepared to accept and value that child for a long time
Those of us lucky enough to grow up in a nurturing family will read those points and understand what they mean. We know what that looks and feels like.
So, how long should we take to decide a child is NOT getting that, and what are we prepared to do about it?
How foster children respond to stress
By the time I ended up at my first Foster Care home, so much had been taken from me. I no longer had a sense of self, family, belonging, comfort, familiarity, unconditional love, trust, confidence (let’s face it, this comes from stability), and hope! If I use my adult voice I can explain that I was angry, hurt, devastated, abandoned, emotionally disconnected, physically beaten, verbally abused, ridiculed by society and my peers, and completely petrified! I am almost 4 years old.
These words are from Jenny, at www.fostercareinamerica.com. She and her brother Mat write about their memories of childhood. If ever you have stared at your foster child and wondered what is going on, you will find insight here. It’s a unique perspective and we applaud Jenny for having the courage and the energy to show it.
We find those two paragraphs quite hard to read. They represent the stripping away, for a child, of all that they have known. And at 4 years of age, a child has little left.
What is compelling about Jenny’s post is how she talks about the rage that came, unbidden and usually unexpectedly.
These episodes came without warning, calm one minute, and then the rage would surface.
Are you surprised? That a child of four might respond this way?
Mat on the other hand, describes withdrawing, shutting down.
We’ve been highlighting an article from the American Academy of Pediatrics – Developmental Issues for Young children in Foster Care. It has a section on the response in children to psychological stress.
Physical and mental abuse during the first few years of life tends to fix the brain in an acute stress mode that makes the child respond in a hyper-vigilant, fearful manner.
When a child is under acute stress, the typical ‘fight’ response to stress may change from crying – because that was unsuccessful – to temper tantrums, aggressive behaviour, or inattention and withdrawal.
The child, rather than physically running away - the ‘flight’ response, may psychologically disengage. It’s called the freeze response – a child may react to alarm or stress by ceasing any activity. Adults unfamiliar with the child may think they are uncooperative.
We’ve found the article very enlightening, and quite scary. Because it is telling us that these experiences can have a profound impact on a child.
So that’s why we love fostercareinamerica.com. Because Jen shows us how kids can come through. She celebrates the overcoming of adversity for the most vulnerable in society. She shows us it is possible. As carers, faced with a small bundle or anger/anxiety/silence, that’s good to remember.
Attachment issues for children in foster care
The next section of the superb article from the American Academy of Pediatrics covers attachment. Specifically, what is required in order for a child to develop into a healthy human being. Again, we will put the report in our own words in the hope that we can make it a little more accessible.
Not surprisingly, the child needs a relationship with an adult who exhibits the behaviour of a loving, caring parent – nurturing, protection, trust and security. Attachment refers to the relationship between a child and another – that is, two people, and forms the basis for long term relationships.
They state that attachment is an active process. By that they mean something is always happening regarding attachment for children. Children in a poor family circumstance don’t go into limbo while parents and support agencies work things out (we’ve said that before and we’ll say it again.) So attachment at such a time can be both insecure and maladaptive – meaning faulty or inadequate. The child may be actively learning that attachment is faulty, or insecure, or inadequate, not healthy, or enduring, or wonderful.
And in case anyone was wondering: ‘attachment to a primary caregiver (…who provides nurturing, protection, trust and security…) is essential to the development of emotional security and social conscience’ (page 1146).
So far so clear. Attachment issues affect self-esteem and long term relationships. What else?
The article states that the ‘optimal’ child development occurs when a range of the child’s needs are consistently met over an extended period. We’ve paraphrased this concept before and made it personal to us: the Camper deserves to know that there is another day tomorrow that will be, in relation to all the essential elements like nurturing, protection, trust and security, exactly the same as the one she has just had.
And it goes the other way too. Successful parenting is based on a healthy, respectful and long-lasting relationship with the child. In many cases it is highly likely that a birth parent never had this opportunity with their parent, and was unable to provide it for their child. So the cycle begins.
It is the process of parenting – looking after the child’s emotional and psychological needs, as well as their biological needs – that leads a child to perceive a particular adult as his or her parent. And that’s the person they attach to. And the strength of that relationship plays a big part in helping a child overcome early stress or trauma.
So the real risk for children in and out of foster care is that they might fail to form healthy attachments to anyone. They don’t have an adult who is devoted to them, and who accepts and values them for the long term. And in our experience, many of the interactions with both workers and birth family, unless handled with great skill and care, can undermine the forming of that attachment and cause the child more stress and insecurity.
Separation during the first year of life, especially in the first 6 months, may not have a negative effect on social or emotional development.
Separations between 6 months and 3 years of age, if they come about as a result of family breakdown and disruption, are more likely to have ongoing emotional consequences for the child. This is partly due to their age and how they feel around strangers, but also because they do not have the language skills at this age to fully express themselves and make sense of it.
Children older than 3 years when placed with a new family are likely to have the language skills to help them deal with the change. They are at an age where they are able to form strong attachments.
The section concludes with the statement ‘the emotional consequences of multiple placements or disruptions are likely to be harmful at any age.’
So we need to provide stability and long term nurturing for these children? Doesn’t sound too hard, does it?
Not surprisingly, the child needs a relationship with an adult who exhibits the behaviour of a loving, caring parent – nurturing, protection, trust and security. Attachment refers to the relationship between a child and another – that is, two people, and forms the basis for long term relationships.
They state that attachment is an active process. By that they mean something is always happening regarding attachment for children. Children in a poor family circumstance don’t go into limbo while parents and support agencies work things out (we’ve said that before and we’ll say it again.) So attachment at such a time can be both insecure and maladaptive – meaning faulty or inadequate. The child may be actively learning that attachment is faulty, or insecure, or inadequate, not healthy, or enduring, or wonderful.
And in case anyone was wondering: ‘attachment to a primary caregiver (…who provides nurturing, protection, trust and security…) is essential to the development of emotional security and social conscience’ (page 1146).
So far so clear. Attachment issues affect self-esteem and long term relationships. What else?
The article states that the ‘optimal’ child development occurs when a range of the child’s needs are consistently met over an extended period. We’ve paraphrased this concept before and made it personal to us: the Camper deserves to know that there is another day tomorrow that will be, in relation to all the essential elements like nurturing, protection, trust and security, exactly the same as the one she has just had.
And it goes the other way too. Successful parenting is based on a healthy, respectful and long-lasting relationship with the child. In many cases it is highly likely that a birth parent never had this opportunity with their parent, and was unable to provide it for their child. So the cycle begins.
It is the process of parenting – looking after the child’s emotional and psychological needs, as well as their biological needs – that leads a child to perceive a particular adult as his or her parent. And that’s the person they attach to. And the strength of that relationship plays a big part in helping a child overcome early stress or trauma.
So the real risk for children in and out of foster care is that they might fail to form healthy attachments to anyone. They don’t have an adult who is devoted to them, and who accepts and values them for the long term. And in our experience, many of the interactions with both workers and birth family, unless handled with great skill and care, can undermine the forming of that attachment and cause the child more stress and insecurity.
Separation during the first year of life, especially in the first 6 months, may not have a negative effect on social or emotional development.
Separations between 6 months and 3 years of age, if they come about as a result of family breakdown and disruption, are more likely to have ongoing emotional consequences for the child. This is partly due to their age and how they feel around strangers, but also because they do not have the language skills at this age to fully express themselves and make sense of it.
Children older than 3 years when placed with a new family are likely to have the language skills to help them deal with the change. They are at an age where they are able to form strong attachments.
The section concludes with the statement ‘the emotional consequences of multiple placements or disruptions are likely to be harmful at any age.’
So we need to provide stability and long term nurturing for these children? Doesn’t sound too hard, does it?
Developmental issues for young children in foster care
If you follow us on Twitter you will have seen us highlight this article from the American Academy of Pediatrics a week or so ago. It’s called Developmental Issues for Young Children in Foster Care, and while it was published in November 2000, it is as relevant today as it was then.
We’d recommend you read it. Really. If you are a carer, or about to become a carer, read it.
It’s one of the most complete analyses of some of the early development issues faced by children in care in their early years. It’s an academic article, so you’ll find the language, well, academic. Don’t be put off. There are so many relevant points in it we were nodding at nearly every paragraph.
We found much of our foster care training focused on the high level issues you and your foster child will face. It wasn’t until we were in charge of a small person who had so much to make up, that we realised we needed a lot more information on how to accelerate learning and development, if that was indeed possible, and how to deal with the real day to day issues around attachment.
We think this article is so useful that over the next few posts we’re going to highlight some of the key aspects of it. Now we are not child psychologists. But we’ve faced so many of these issues with the Camper, that it’s not academic to us anymore.
Early brain and child development
Let’s paraphrase the article: brain growth and development are most active in the early years of life – that’s when personality traits, learning processes, and coping with stress and emotions are established and then become permanent for children.
For children who have little stimulation, or who deal with child abuse or family violence, this development may either stall or be impaired.
What is needed to let children develop their cognitive (perception, memory, judgment and reasoning), language and socialisation skills is stimulation and nurturing. So as a carer, you might find you need to do more than just attend to the physical needs of this child. While the system has hopefully prevented it happening further, you need to repair.
You may need to take on some serious activity and stimulation. We did. When faced with a child failing to thrive we planned each day to cover many experiences. Among other things we sang, played, ran, hopped, jumped, swam, did kindy gym, talked endlessly and explained everything, played with words, mimicked one another, played with water and sand, played upside down, cuddled animals - both real and soft, chose and cherished special comfort toys, and read stories every single day. There were lots of social experiences too, visits to parks and playgrounds, shopping centres and coffee shops, family and friends’ homes. And there were lots of cuddles, and giggles, and routine.
You need to make sure you talk to all the resources at your disposal – workers, paediatricians, health services and others – to work out what may be needed for your foster child, and in fact what is possible.
But we can tell you we are in awe of what a child is able to achieve. And the more you can invest in them, the better chance they’ll have.
We’d recommend you read it. Really. If you are a carer, or about to become a carer, read it.
It’s one of the most complete analyses of some of the early development issues faced by children in care in their early years. It’s an academic article, so you’ll find the language, well, academic. Don’t be put off. There are so many relevant points in it we were nodding at nearly every paragraph.
We found much of our foster care training focused on the high level issues you and your foster child will face. It wasn’t until we were in charge of a small person who had so much to make up, that we realised we needed a lot more information on how to accelerate learning and development, if that was indeed possible, and how to deal with the real day to day issues around attachment.
We think this article is so useful that over the next few posts we’re going to highlight some of the key aspects of it. Now we are not child psychologists. But we’ve faced so many of these issues with the Camper, that it’s not academic to us anymore.
Early brain and child development
Let’s paraphrase the article: brain growth and development are most active in the early years of life – that’s when personality traits, learning processes, and coping with stress and emotions are established and then become permanent for children.
For children who have little stimulation, or who deal with child abuse or family violence, this development may either stall or be impaired.
What is needed to let children develop their cognitive (perception, memory, judgment and reasoning), language and socialisation skills is stimulation and nurturing. So as a carer, you might find you need to do more than just attend to the physical needs of this child. While the system has hopefully prevented it happening further, you need to repair.
You may need to take on some serious activity and stimulation. We did. When faced with a child failing to thrive we planned each day to cover many experiences. Among other things we sang, played, ran, hopped, jumped, swam, did kindy gym, talked endlessly and explained everything, played with words, mimicked one another, played with water and sand, played upside down, cuddled animals - both real and soft, chose and cherished special comfort toys, and read stories every single day. There were lots of social experiences too, visits to parks and playgrounds, shopping centres and coffee shops, family and friends’ homes. And there were lots of cuddles, and giggles, and routine.
You need to make sure you talk to all the resources at your disposal – workers, paediatricians, health services and others – to work out what may be needed for your foster child, and in fact what is possible.
But we can tell you we are in awe of what a child is able to achieve. And the more you can invest in them, the better chance they’ll have.
Reporting more detail on children in care?
This came from Caroline Overington (#overingtonc) via Twitter. The full article is called The girl in the window, and recounts, in quite astonishing detail, the story of a 9 year old Florida girl.
She was so neglected and abused in her birth family that she now suffers developmental delay of the most extreme, fundamental kind. She has been adopted by a family who are trying to mend what they can. The article discloses a great deal of personal information about the child and her birth family, and a lot of detail on what the child experienced.
It should be compulsory reading for anyone who thinks they have an informed opinion on children’s services.
So, why can’t Overington and other responsible journos report this type of story, at this level of detail, in Australia?
Should we be able to report this type of story at this level of detail?
How can you work to a solution when no one is able to openly discuss the problem?
Can you educate all the people involved when the facts remain hidden?
Can you bring struggling parents to some degree of self-awareness if they never hear other stories they might identify with?
Can you report at this level of detail and still protect people’s privacy, particularly the children’s?
Perhaps it is time for a new approach.
Just today it was reported that ’Australian health and welfare agencies … formed a taskforce to combat increasing numbers of child abuse and neglect, which reached 55,000 cases last year’.
With notifications for alleged child abuse and neglect almost tripling in Australia between 1999 and 2007, the problem isn’t being solved by existing methods.
So maybe the time has come to give some committed, experienced, responsible journos the green light to start reporting.
Is it too easy to consider it ‘someone else’s problem’ if we don’t get too close to it?
Teaching a child to make a decision
We don’t presume to tell anyone how to make decisions, although there’s plenty of room in the business world for more practice.
We talked in our last post about teaching the Camper to have an opinion, and how having an opinion is pretty fundamental to making a decision.
We’re good at decisions. We’ve had lots of practice, and we are never short of an opinion on anything, funnily enough. But our willingness to take the lead was a source of tension with the private agency. We kept tripping over ‘the line’ drawn by the ‘experts’, and they weren’t giving up territory to anyone. You could argue that they thought they were doing their job. But we think they needed to learn the lesson we’ve just taught the Camper.
We recently gave the Camper real life experience at making a decision. It was in relation to an event that happens every single day of her life. Her approach was to see how she felt just before the event each day, and we had to adjust our responses to accommodate her.
Now we can tell you that even though the event itself was minor and mundane, the Camper’s capriciousness about it began to take its toll. And if we pushed on through and thwarted her - that is, we made the decision for her - we’d get one of the meltdowns that parents can only shudder at.
‘She wanted routine’ you might mutter. You’re right, she did. But she’s a forthright little character and just imposing a routine on her wasn’t working. We tried that.
So we taught her to make the decision.
We explained why it was important to us and the workings of the family that mundane, routine things ran smoothly.
We explained why it was important to her growth and capability.
We explained how important cooperation was in our family.
We explained clearly what we wanted from her.
We told her she needed to make a decision about what she was going to do each day.
We discussed her options with her.
We gave her a weekend to think and talk about it, before making her final choice.
We explained that her final choice would be it for a set period of time.
And just to make sure the point got across, we chose an extra-curricular activity, described how she relied on our cooperation to get her there, and explained that her willingness to cooperate each day would directly influence our cooperation. We didn’t threaten to stop the activity completely, but the risk for her was constant interruptions to it.
Bingo. While the preparation took a week or so, behaviour changed overnight. No kidding. And it’s stuck.
What’s happened of course is that the activity has become a habit. The Camper no longer spends any time ‘thinking’ about it, she just does it. We knew that, and Happy Camper has learned it. She’s learned some self-discipline. And we think we’ve started to teach her an important life lesson about expending her energy and emotion on the things that really matter. Gold stars all round.
Oh, and the lesson for the agency workers? If it’s a good placement, focus on the important stuff, and trust us to make some good decisions for the child.
We talked in our last post about teaching the Camper to have an opinion, and how having an opinion is pretty fundamental to making a decision.
We’re good at decisions. We’ve had lots of practice, and we are never short of an opinion on anything, funnily enough. But our willingness to take the lead was a source of tension with the private agency. We kept tripping over ‘the line’ drawn by the ‘experts’, and they weren’t giving up territory to anyone. You could argue that they thought they were doing their job. But we think they needed to learn the lesson we’ve just taught the Camper.
We recently gave the Camper real life experience at making a decision. It was in relation to an event that happens every single day of her life. Her approach was to see how she felt just before the event each day, and we had to adjust our responses to accommodate her.
Now we can tell you that even though the event itself was minor and mundane, the Camper’s capriciousness about it began to take its toll. And if we pushed on through and thwarted her - that is, we made the decision for her - we’d get one of the meltdowns that parents can only shudder at.
‘She wanted routine’ you might mutter. You’re right, she did. But she’s a forthright little character and just imposing a routine on her wasn’t working. We tried that.
So we taught her to make the decision.
We explained why it was important to us and the workings of the family that mundane, routine things ran smoothly.
We explained why it was important to her growth and capability.
We explained how important cooperation was in our family.
We explained clearly what we wanted from her.
We told her she needed to make a decision about what she was going to do each day.
We discussed her options with her.
We gave her a weekend to think and talk about it, before making her final choice.
We explained that her final choice would be it for a set period of time.
And just to make sure the point got across, we chose an extra-curricular activity, described how she relied on our cooperation to get her there, and explained that her willingness to cooperate each day would directly influence our cooperation. We didn’t threaten to stop the activity completely, but the risk for her was constant interruptions to it.
Bingo. While the preparation took a week or so, behaviour changed overnight. No kidding. And it’s stuck.
What’s happened of course is that the activity has become a habit. The Camper no longer spends any time ‘thinking’ about it, she just does it. We knew that, and Happy Camper has learned it. She’s learned some self-discipline. And we think we’ve started to teach her an important life lesson about expending her energy and emotion on the things that really matter. Gold stars all round.
Oh, and the lesson for the agency workers? If it’s a good placement, focus on the important stuff, and trust us to make some good decisions for the child.
'Shared parenting' in foster care?
The whole ‘shared parenting - isn’t it a good idea’ debate goes on. Caroline Overington reports on a custody ruling where once again, the kids seem to come off worst.
We’re not going to wade into the circumstances of a family breakdown where parents battle over shared care. But there are parallels in relation to children who have been removed from their birth parent/s and still have contact.
Now, let’s restate our position. We’re in favour of contact with birth family. That’s what we signed up for as carers, and we think it’s a good approach. That doesn’t mean it isn’t one of the hardest things to deal with, and challenging for your loved foster babe, but in the long term we think it’s best. The child knows where they came from, knows the reality of their birth family.
But what saddened us about the story, and about a number of the comments on the story from readers, was how it was all about the parents and their rights. What seemed to sit behind this story, and in fact behind the shared parenting principle, Is the assumption that - despite enormous changes in the child’s circumstances - their relationship with a parent shouldn’t, and doesn’t, change at all.
Don’t the relationships change the minute the family circumstances change?
You may face this in your contact with a birth parent.
You may find you have a birth parent who still wants to ‘parent’. Or who feels strongly about their status as parent. They might actively tell your foster child that they still play a role. For an older child or a child likely to be reunited with their birth parent, that’s great. If you have a child who is with you until they are 18 or more, it can be very confronting. For a little one who may not know this birth parent very well, it can be terrifying.
You do need to step in.
You need to be clear about the type of relationship that is appropriate for your foster child. Just as contact with a birth parent is about your child accepting reality, a birth parent needs to accept reality as well. Their relationship changed when the child moved from their care. They need to adjust to that. It might be very hard for them to put the child first. But you must.
A child who has maintained contact with a birth parent can deepen that relationship as they get older. But it should happen when the child is ready to cope with it and wants it, not because all the adults in the relationship are so intent on maintaining ‘their rights’ that the children come last.
We’re not going to wade into the circumstances of a family breakdown where parents battle over shared care. But there are parallels in relation to children who have been removed from their birth parent/s and still have contact.
Now, let’s restate our position. We’re in favour of contact with birth family. That’s what we signed up for as carers, and we think it’s a good approach. That doesn’t mean it isn’t one of the hardest things to deal with, and challenging for your loved foster babe, but in the long term we think it’s best. The child knows where they came from, knows the reality of their birth family.
But what saddened us about the story, and about a number of the comments on the story from readers, was how it was all about the parents and their rights. What seemed to sit behind this story, and in fact behind the shared parenting principle, Is the assumption that - despite enormous changes in the child’s circumstances - their relationship with a parent shouldn’t, and doesn’t, change at all.
Don’t the relationships change the minute the family circumstances change?
You may face this in your contact with a birth parent.
You may find you have a birth parent who still wants to ‘parent’. Or who feels strongly about their status as parent. They might actively tell your foster child that they still play a role. For an older child or a child likely to be reunited with their birth parent, that’s great. If you have a child who is with you until they are 18 or more, it can be very confronting. For a little one who may not know this birth parent very well, it can be terrifying.
You do need to step in.
You need to be clear about the type of relationship that is appropriate for your foster child. Just as contact with a birth parent is about your child accepting reality, a birth parent needs to accept reality as well. Their relationship changed when the child moved from their care. They need to adjust to that. It might be very hard for them to put the child first. But you must.
A child who has maintained contact with a birth parent can deepen that relationship as they get older. But it should happen when the child is ready to cope with it and wants it, not because all the adults in the relationship are so intent on maintaining ‘their rights’ that the children come last.
Develop and maintain your relationship with birth family
We attended a conference once where all the participants were foster parents.
Very few of the parents referred to members of their children’s birth families by name. Instead the terms ‘birth mum’ and ‘birth parent’ were well used. It was so marked that the worker commented on it. Then the worker said something worth remembering. She talked about the importance of maintaining the relationship between foster family and birth family. That is, the adults in the relationship.
She said that foster and birth parents should connect in some way.
You both share an interest in this child after all. But this can be more easily said than done, depending on the birth family and the social workers.
Birth family will almost always have baggage, most of it acquired long before the foster parents came on the scene. While understanding what’s going on can be like working in the dark without your infrared goggles, the birth parent is not your responsibility.
Another complicating factor can be workers who have an agenda about how they think the foster carer/birth family relationship should run. They might discuss this with you, but they might not. You might only see it when the workers try to take control of the relationship between birth family and child. This may range from an active role for the worker at an access visit, to very explicit instructions to your foster child regarding how they interact with their birth family. You, the carer, might even be told not to come to access.
So here are the reasons we think that worker had it right. Apart from the excellent lesson of seeing adults act like adults:
After all, these people are linked by blood to the person you have grown to love. Whatever your view of birth family, the child in your care deserves that you treat that relationship with respect.
Posted by EssentialMum
Very few of the parents referred to members of their children’s birth families by name. Instead the terms ‘birth mum’ and ‘birth parent’ were well used. It was so marked that the worker commented on it. Then the worker said something worth remembering. She talked about the importance of maintaining the relationship between foster family and birth family. That is, the adults in the relationship.
She said that foster and birth parents should connect in some way.
You both share an interest in this child after all. But this can be more easily said than done, depending on the birth family and the social workers.
Birth family will almost always have baggage, most of it acquired long before the foster parents came on the scene. While understanding what’s going on can be like working in the dark without your infrared goggles, the birth parent is not your responsibility.
Another complicating factor can be workers who have an agenda about how they think the foster carer/birth family relationship should run. They might discuss this with you, but they might not. You might only see it when the workers try to take control of the relationship between birth family and child. This may range from an active role for the worker at an access visit, to very explicit instructions to your foster child regarding how they interact with their birth family. You, the carer, might even be told not to come to access.
So here are the reasons we think that worker had it right. Apart from the excellent lesson of seeing adults act like adults:
- The child sees it is not a competition between adults for his or her affection.
- The birth family does not see it as a competition for the child’s affection.
- The child does not feel torn between the two families.
- You develop a good line of communication with birth family.
- You can talk to birth family about any issues that are impacting the child.
- Birth family will listen to you talk about issues that impact the child.
- The child sees that you are willing to really talk with the birth family.
- If the adolescent child doesn’t want any contact with birth family you are able to maintain it, until such time as they are ready to resume it.
After all, these people are linked by blood to the person you have grown to love. Whatever your view of birth family, the child in your care deserves that you treat that relationship with respect.
Posted by EssentialMum
Contact with birth families is good
We are in favour of contact with birth families – 100%.
There are many reasons why it is beneficial for a child to know their birth family. Here are some of them.
‘Who is my birth mum and/or my birth dad?’
Knowing my origins - It is very difficult for a child, particularly when they start to attend school and families are on the curriculum, to cope with a complete blank where a birth parent’s identity might be. As a carer you need an explanation that increases in detail as the child matures.
‘Why isn’t my hair dark brown like yours?’
A sense of identity - This can be important physically, as the child begins to want to emulate or be part of their second family.
‘I’m only living with you because my birth parent is a rock star’
A sense of reality – as a child grows older they may want to know why they are not with their birth family. Contact can help prevent a fantasy life evolving around a birth parent. This in turn may prevent any ‘play-offs’ between birth and second families. It can be quite devastating for an older child to meet a birth parent and experience their shortcomings. Acceptance from an early age is helpful.
‘Why did my birth parents give me up?'
Understanding and communication - An opportunity for child and birth parent to communicate on these issues can be good. It’s tricky territory, for a birth parent may not be prepared to answer the hard questions, or may be in complete denial about what actually happened and their responsibility for it. That in itself is a useful conversation for a trusted person to have with the child.
So what is the issue, for the child, around birth family contact?
BALANCE
You can completely undermine a child’s sense of security if contact with birth family overwhelms them and over-rides their daily life. Let’s state the obvious – access for a child who has a good chance of restitution with their birth family, should be very different to that of a child who has been put into the care of the Minister until they reach 18 years.
We believe that the PURPOSE of contact should be an item on any case plan.
The frequency of contact is usually covered, but we’ve not experienced an open and frank discussion about the purpose. We’ve seen this come unstuck when a worker thought they were meant to re-establish the child/birth parent relationship, when the appropriate purpose of access was to ‘maintain contact between child and birth parent’. There is a world of difference between those two objectives.
Understanding the purpose of contact will help you know how access should run.
We saw that world of difference played out in the behaviours of worker and birth parent. The workers pushed a level of interaction, and a set of rules, that alienated the child and increased her insecurity. It also resulted in a birth parent believing they had far more say in the child’s life than was the case. It was left to a more experienced worker to do damage control, and remind birth parent of the reality of the situation. It wouldn’t have happened if the issue had been discussed properly.
Understanding the purpose of contact will help you help the child manage their response to birth parent.
It will help you know which behaviours, from child and birth parent, to support, and what you should hose down. You know the child best, and you know what their life is now, so you are best placed to understand the impact access with a birth parent may have.
We’re going to have the purpose of access firmly on the agenda at our next case conference. We recommend that you discuss this with your worker until you are really clear about what it means. We think it is a useful discussion for any birth parent to participate in. And we especially recommend it as a discussion with any new worker who wants to change some aspect of access.
Posted by EssentialMum
There are many reasons why it is beneficial for a child to know their birth family. Here are some of them.
‘Who is my birth mum and/or my birth dad?’
Knowing my origins - It is very difficult for a child, particularly when they start to attend school and families are on the curriculum, to cope with a complete blank where a birth parent’s identity might be. As a carer you need an explanation that increases in detail as the child matures.
‘Why isn’t my hair dark brown like yours?’
A sense of identity - This can be important physically, as the child begins to want to emulate or be part of their second family.
‘I’m only living with you because my birth parent is a rock star’
A sense of reality – as a child grows older they may want to know why they are not with their birth family. Contact can help prevent a fantasy life evolving around a birth parent. This in turn may prevent any ‘play-offs’ between birth and second families. It can be quite devastating for an older child to meet a birth parent and experience their shortcomings. Acceptance from an early age is helpful.
‘Why did my birth parents give me up?'
Understanding and communication - An opportunity for child and birth parent to communicate on these issues can be good. It’s tricky territory, for a birth parent may not be prepared to answer the hard questions, or may be in complete denial about what actually happened and their responsibility for it. That in itself is a useful conversation for a trusted person to have with the child.
So what is the issue, for the child, around birth family contact?
BALANCE
You can completely undermine a child’s sense of security if contact with birth family overwhelms them and over-rides their daily life. Let’s state the obvious – access for a child who has a good chance of restitution with their birth family, should be very different to that of a child who has been put into the care of the Minister until they reach 18 years.
We believe that the PURPOSE of contact should be an item on any case plan.
The frequency of contact is usually covered, but we’ve not experienced an open and frank discussion about the purpose. We’ve seen this come unstuck when a worker thought they were meant to re-establish the child/birth parent relationship, when the appropriate purpose of access was to ‘maintain contact between child and birth parent’. There is a world of difference between those two objectives.
Understanding the purpose of contact will help you know how access should run.
We saw that world of difference played out in the behaviours of worker and birth parent. The workers pushed a level of interaction, and a set of rules, that alienated the child and increased her insecurity. It also resulted in a birth parent believing they had far more say in the child’s life than was the case. It was left to a more experienced worker to do damage control, and remind birth parent of the reality of the situation. It wouldn’t have happened if the issue had been discussed properly.
Understanding the purpose of contact will help you help the child manage their response to birth parent.
It will help you know which behaviours, from child and birth parent, to support, and what you should hose down. You know the child best, and you know what their life is now, so you are best placed to understand the impact access with a birth parent may have.
We’re going to have the purpose of access firmly on the agenda at our next case conference. We recommend that you discuss this with your worker until you are really clear about what it means. We think it is a useful discussion for any birth parent to participate in. And we especially recommend it as a discussion with any new worker who wants to change some aspect of access.
Posted by EssentialMum
'I've been instructed to...'
How timely. In our last post we were being very reasonable about how one might ‘fix’ DOCs.
Well, here’s a problem that needs fixing.
It’s the ‘I’ve been instructed to’ message.
You might get it by email – or if you are lucky (and we have been) you might even get it in person. That’s really special.
Even when a first conversation might be a collaborative discussion, there will come a point where a worker will pull rank. You’ll be told to just do it. They might even move it up the food chain and state ‘I’ve been instructed to…’. Wow, by the Manager.
If we were trying to address all the problems, then we’d acknowledge that there are stubborn, careless, less than satisfactory carers out there who would try the patience of a saint (and probably break the heart of one sometimes) and need to be told what to do.
But we’re not trying to address all the problems. And we don’t need to be told what to do.
In business using the ‘I’ve been instructed to’ defence is called abrogating responsibility, and any manager worth their salary won’t let a team member get away with it. It teaches bad habits and leads to bad outcomes.
In this foster care world, it is toxic. Let us tell you the sub-text that sits behind that request. We’ll range from the generous to the less than….
So don’t serve up the ‘I’ve been instructed to…’ advice to us. It doesn’t wash.
Posted by EssentialMum
Well, here’s a problem that needs fixing.
It’s the ‘I’ve been instructed to’ message.
You might get it by email – or if you are lucky (and we have been) you might even get it in person. That’s really special.
Even when a first conversation might be a collaborative discussion, there will come a point where a worker will pull rank. You’ll be told to just do it. They might even move it up the food chain and state ‘I’ve been instructed to…’. Wow, by the Manager.
If we were trying to address all the problems, then we’d acknowledge that there are stubborn, careless, less than satisfactory carers out there who would try the patience of a saint (and probably break the heart of one sometimes) and need to be told what to do.
But we’re not trying to address all the problems. And we don’t need to be told what to do.
In business using the ‘I’ve been instructed to’ defence is called abrogating responsibility, and any manager worth their salary won’t let a team member get away with it. It teaches bad habits and leads to bad outcomes.
In this foster care world, it is toxic. Let us tell you the sub-text that sits behind that request. We’ll range from the generous to the less than….
- I’m genuinely too busy to negotiate any solution with these people.
- I haven’t got time to debate this.
- I have a job to do.
- You (carer) have a job to do.
- I’m obeying a court order for my case, there is no room in it to accommodate your (carer) needs.
- Your (carer) reason for not being able to accommodate this request is irrelevant.
- I decide what’s best.
- I know what’s best.
- I’m in charge – just do as you (carer) are told.
So don’t serve up the ‘I’ve been instructed to…’ advice to us. It doesn’t wash.
Posted by EssentialMum
Don't look now: your relationship is not working
We had a great conversation recently with our social worker. It was around upcoming activities, holiday birth family contact and arrangements. What made it so great?
We exchanged views with the worker on a couple of issues. We listened to them, they listened to us, and we agreed on an approach that we were both happy with. Importantly, we both agreed that Happy Camper’s requirements were the most important ones. With such a clear agreement about the priority, coming to a solution was easy.
We had a quick word about what Happy Camper was up to. The worker reminded us of how far we have come and what great progress the Camper has made. It was wonderful to see that our worker recalls the journey we’ve taken, and trusts us to continue.
Sounds simple really. But it isn’t always.
We’ve experienced worker/carer meltdown. After several harmonious years, we were assigned a new worker who wanted to change the world, change Happy Camper’s life, and start ‘all over again’. We put our views to the the worker. They were never given a hearing. We outlined what part of the proposed changes we couldn't accommodate. We were told we simply had to. Suddenly issues that never rose before become deal-breakers. The agency and its workers had no room for a differing point of view. Even when Happy Camper had made outstanding progress under our care.
So what are your options? We can’t advise specifically, but here’s what we’ve seen.
Often a carer will try to put up with it because they are concerned that the child in care might become caught in the middle. Or they are concerned that any rising tension in dealing with a worker may flow over to the child. Often a carer, faced daily with numerous challenges in caring for the child, will simply roll with it. Too often a carer has no point of reference (or no time to chase a point of reference) to say ‘Is this really acceptable?’
The risk of going with it is that ‘bad situations’ don’t hold steady. They usually become worse. New issues give rise to new levels of conflict and irritation that build.
You need to work out where the relationship will end up.
Can you roll with it and manage around it? Can you stay calm and detached after contact with the worker? Can you manage the worker’s approach (or the agency’s policies) and still be happy with the outcome for your foster child?
If the answer to any of those is no, we’d suggest you act. Explain clearly to the worker your position. Call a meeting with their manager to discuss your perspective. Give it a go and work through suggested actions to resolve it. But if it still doesn’t work, don’t be afraid to take it higher.
We changed agencies when it became clear that the worker/agency approach was diametrically opposed to what we knew was best for Happy Camper. We were faced with an agency that would not modify any policy or approach one iota, because Happy Camper was ‘just one’ of their many children. The change wasn’t easy, but it was in Happy Camper’s best interests. And like any parent, we find it easy to put her interests first.
Posted by EssentialMum
We exchanged views with the worker on a couple of issues. We listened to them, they listened to us, and we agreed on an approach that we were both happy with. Importantly, we both agreed that Happy Camper’s requirements were the most important ones. With such a clear agreement about the priority, coming to a solution was easy.
We had a quick word about what Happy Camper was up to. The worker reminded us of how far we have come and what great progress the Camper has made. It was wonderful to see that our worker recalls the journey we’ve taken, and trusts us to continue.
Sounds simple really. But it isn’t always.
We’ve experienced worker/carer meltdown. After several harmonious years, we were assigned a new worker who wanted to change the world, change Happy Camper’s life, and start ‘all over again’. We put our views to the the worker. They were never given a hearing. We outlined what part of the proposed changes we couldn't accommodate. We were told we simply had to. Suddenly issues that never rose before become deal-breakers. The agency and its workers had no room for a differing point of view. Even when Happy Camper had made outstanding progress under our care.
So what are your options? We can’t advise specifically, but here’s what we’ve seen.
Often a carer will try to put up with it because they are concerned that the child in care might become caught in the middle. Or they are concerned that any rising tension in dealing with a worker may flow over to the child. Often a carer, faced daily with numerous challenges in caring for the child, will simply roll with it. Too often a carer has no point of reference (or no time to chase a point of reference) to say ‘Is this really acceptable?’
The risk of going with it is that ‘bad situations’ don’t hold steady. They usually become worse. New issues give rise to new levels of conflict and irritation that build.
You need to work out where the relationship will end up.
Can you roll with it and manage around it? Can you stay calm and detached after contact with the worker? Can you manage the worker’s approach (or the agency’s policies) and still be happy with the outcome for your foster child?
If the answer to any of those is no, we’d suggest you act. Explain clearly to the worker your position. Call a meeting with their manager to discuss your perspective. Give it a go and work through suggested actions to resolve it. But if it still doesn’t work, don’t be afraid to take it higher.
We changed agencies when it became clear that the worker/agency approach was diametrically opposed to what we knew was best for Happy Camper. We were faced with an agency that would not modify any policy or approach one iota, because Happy Camper was ‘just one’ of their many children. The change wasn’t easy, but it was in Happy Camper’s best interests. And like any parent, we find it easy to put her interests first.
Posted by EssentialMum
When is a fairy a good thing?
There was an interesting article in the SMH (Weekend Edition, August 16-17 2008) from Lisa Pryor. She was responding to an article in the Age regarding a new book – The Great Feminist Denial – where the author decries letting preschool girls dress as fairies, princesses and ballerinas at birthday parties.
The author, Monica Dux, argues that this just entrenches a narrow view of femininity, focussed on appearance.
As a family with Cinderella, Angelina Ballerina, Snow White, and a number of unnamed fairies in our repertoire, we’d like to share our approach.
It’s all about balance.
We do ballet, so the wonders of the costumes and all that pink stuff are beautifully balanced by the physical activity. Happy Camper understands that ballet is about action and control and exercise. Snow White has been elevated to a superhero in our house, on a par with Spiderman and Superman.
The fairy outfits are usually layered over other clothes, to very funny effect. The froufrou glamour fairy outfit, worn over flannelette pyjamas, topped with a hat and scarf, accessorised with a pair of sunglasses and a bag and finished off with ugh boots, is hysterical. It’s all about dressing up and creating a look, and is usually part of an elaborate imaginative game. The brighter and shinier the outfit, the more Happy Camper loves it.
Dux offers that girls should be ‘active young things seeking out adventure'. We agree - on a daily basis we swim, ride scooters and bikes, kick a soccer ball around a park, wrestle, climb trees, walk dogs, garden. Happy Camper has no qualms about heading to the top of a climbing frame many metres high.
Happy Camper has also been encouraged to have a go at lots of things. It requires some clever risk management in the background naturally, but feeds her confidence and fuels her interest in trying more. She has manned a dodgem car (peeling EssentialMum’s fingers from the steering wheel when we tried to avoid hitting the edge), swung on a sixty foot professional trapeze with a grin on her face, had a go at several climbing walls, bucketed down any giant slide available (the higher the better), ridden horses from Shetlands to 15 hands, and watched in frustrated tears because she was too short to go on the G-force Rocket Ride with the adults.
So we don’t mind the fairy outfits. They are only one part of her imagination and life experience. If she’s still wearing them at fifteen, then we’ll worry.
Posted by EssentialMum
The author, Monica Dux, argues that this just entrenches a narrow view of femininity, focussed on appearance.
As a family with Cinderella, Angelina Ballerina, Snow White, and a number of unnamed fairies in our repertoire, we’d like to share our approach.
It’s all about balance.
We do ballet, so the wonders of the costumes and all that pink stuff are beautifully balanced by the physical activity. Happy Camper understands that ballet is about action and control and exercise. Snow White has been elevated to a superhero in our house, on a par with Spiderman and Superman.
The fairy outfits are usually layered over other clothes, to very funny effect. The froufrou glamour fairy outfit, worn over flannelette pyjamas, topped with a hat and scarf, accessorised with a pair of sunglasses and a bag and finished off with ugh boots, is hysterical. It’s all about dressing up and creating a look, and is usually part of an elaborate imaginative game. The brighter and shinier the outfit, the more Happy Camper loves it.
Dux offers that girls should be ‘active young things seeking out adventure'. We agree - on a daily basis we swim, ride scooters and bikes, kick a soccer ball around a park, wrestle, climb trees, walk dogs, garden. Happy Camper has no qualms about heading to the top of a climbing frame many metres high.
Happy Camper has also been encouraged to have a go at lots of things. It requires some clever risk management in the background naturally, but feeds her confidence and fuels her interest in trying more. She has manned a dodgem car (peeling EssentialMum’s fingers from the steering wheel when we tried to avoid hitting the edge), swung on a sixty foot professional trapeze with a grin on her face, had a go at several climbing walls, bucketed down any giant slide available (the higher the better), ridden horses from Shetlands to 15 hands, and watched in frustrated tears because she was too short to go on the G-force Rocket Ride with the adults.
So we don’t mind the fairy outfits. They are only one part of her imagination and life experience. If she’s still wearing them at fifteen, then we’ll worry.
Posted by EssentialMum
Gold medal performances
It seems a shame that, before the Olympics are even over, a lower medal count for Australian athletes carries with it the whiff of failure.
How ridiculous.
The wonderful thing about sport is all the variables – that’s what makes it so challenging, so interesting and so rewarding. Your result is only as good as your performance on the day.
But all this visible adulation turned our thoughts to the unsung heroes in society, who never get to stand on a dais and be feted by the public.
It turned our thoughts to some gold medal performances we’ve seen from Happy Camper over the last years. She wasn’t fighting for a medal; she was fighting for her life.
Eating
Happy Camper came to us ‘failing to thrive’. She’d been in care, but an undiagnosed illness had seen her fail to grow and develop. When she came to us the medical issue had been resolved but there was a lot of ground to make up. Food was an issue – we were told she would choke, gag, ‘stuff’ herself, not chew properly. If food wasn’t available when she wanted it there were tantrums. We established a routine. We stuck to it as though our lives depended on it. Breakfast, lunch and dinner were within the same timeframes every single day. There was plenty of food - good, nutritious, hearty food. We wanted to teach Happy Camper that there would always be enough, and it would appear every single day. The gagging disappeared quickly, helped as we fed Happy Camper. The failing to chew was resolved with some new foods that required chewing. We showed her what chewing looked like. It was something she needed to learn, when the immediate panic about her full belly had subsided. We let her potter about in the kitchen during the mealtime preparation, so she understood the time it took to prepare it. We gave her some appetisers (usually vegetables) as we prepared the food. Happy Camper eats exceptionally well now, and is a hearty, healthy child who loves her food. Of course there are days when she is simply not hungry, and she will leave food without any fuss. But there is still the odd day when she is tired, or unwell, and food becomes the focus. She doesn’t want it but she won’t leave it. We hold the line and take it away after due warning. There will be more at the next meal and she knows it. We keep it low key because we don’t want food to become a control issue. We work on that by introducing new tastes and foods, in small amounts, quite regularly.
Running and ballet and exercise
Happy Camper, at two, had just started walking. So our routine included daily visits to the park, where she would run and tumble. For many long months our outings ended in screaming tantrums at her being put back in the pram. But before long the strength grew and her coordination came with it, and she learned that we would go to the park again the next day. We would play with a ball in the backyard, chase the dogs. She swam all through summer. We did Kindy Gym and turned her upside down on cue. We took any opportunity we could find for physical activity. Happy Camper showed quite some delight in dancing to music. She watched a ballet DVD and started copying the steps. So we enrolled her in ballet and she adores it. She’s learned rhythm, control, conformity. The end of year concert is a terrific experience.
Those first years were challenging ones for us. But Happy Camper was the one who really had to stretch.
She matched us every step of the way and she trusted us. She has the heart of a little champion. It was wonderful to see that, despite her start, she still knew how to try.
Posted by EssentialMum
How ridiculous.
The wonderful thing about sport is all the variables – that’s what makes it so challenging, so interesting and so rewarding. Your result is only as good as your performance on the day.
But all this visible adulation turned our thoughts to the unsung heroes in society, who never get to stand on a dais and be feted by the public.
It turned our thoughts to some gold medal performances we’ve seen from Happy Camper over the last years. She wasn’t fighting for a medal; she was fighting for her life.
Eating
Happy Camper came to us ‘failing to thrive’. She’d been in care, but an undiagnosed illness had seen her fail to grow and develop. When she came to us the medical issue had been resolved but there was a lot of ground to make up. Food was an issue – we were told she would choke, gag, ‘stuff’ herself, not chew properly. If food wasn’t available when she wanted it there were tantrums. We established a routine. We stuck to it as though our lives depended on it. Breakfast, lunch and dinner were within the same timeframes every single day. There was plenty of food - good, nutritious, hearty food. We wanted to teach Happy Camper that there would always be enough, and it would appear every single day. The gagging disappeared quickly, helped as we fed Happy Camper. The failing to chew was resolved with some new foods that required chewing. We showed her what chewing looked like. It was something she needed to learn, when the immediate panic about her full belly had subsided. We let her potter about in the kitchen during the mealtime preparation, so she understood the time it took to prepare it. We gave her some appetisers (usually vegetables) as we prepared the food. Happy Camper eats exceptionally well now, and is a hearty, healthy child who loves her food. Of course there are days when she is simply not hungry, and she will leave food without any fuss. But there is still the odd day when she is tired, or unwell, and food becomes the focus. She doesn’t want it but she won’t leave it. We hold the line and take it away after due warning. There will be more at the next meal and she knows it. We keep it low key because we don’t want food to become a control issue. We work on that by introducing new tastes and foods, in small amounts, quite regularly.
Running and ballet and exercise
Happy Camper, at two, had just started walking. So our routine included daily visits to the park, where she would run and tumble. For many long months our outings ended in screaming tantrums at her being put back in the pram. But before long the strength grew and her coordination came with it, and she learned that we would go to the park again the next day. We would play with a ball in the backyard, chase the dogs. She swam all through summer. We did Kindy Gym and turned her upside down on cue. We took any opportunity we could find for physical activity. Happy Camper showed quite some delight in dancing to music. She watched a ballet DVD and started copying the steps. So we enrolled her in ballet and she adores it. She’s learned rhythm, control, conformity. The end of year concert is a terrific experience.
Those first years were challenging ones for us. But Happy Camper was the one who really had to stretch.
She matched us every step of the way and she trusted us. She has the heart of a little champion. It was wonderful to see that, despite her start, she still knew how to try.
Posted by EssentialMum
Stop - and reflect
One thing we’ve learned to do is stop, and reflect.
Think through where you have been, and where you’ve come to. Look at the child with clear eyes and see what you’ve achieved. There will always be challenges – have a chat with any other mother or father of a similarly aged child and you will find they deal with many of the same issues.
The challenge is that you may have a few extra. They will range in severity. At the lower end of the scale you will find yourself wondering how much of the behaviour is due to the child’s past, and how much of it simple six year old passion. There will come a point where you consider that the child has lived with you long enough to treat the behaviour as simple six year old passion. It’s a wonderful day when you all reach that point.
At the other end you’ll wonder how to ever manage this child’s behaviour. Faced with an endless challenge, stop and reflect. You will find some milestones along the way that help you take a breath, feel some satisfaction in what you have all achieved, and soldier on.
And just occasionally, we hope you feel real joy in what you are doing. Because we do, and it’s the best feeling in the world.
We bought some new clothes for Happy Camper – jeans, a hoodie, new cute boots. Nothing too different – just bigger sizes but the styles are probably more mature. Well, suddenly she looks like a big girl. It made us stop, and reflect.
Two-thirds the way through this kindy year, there is much to be happy about: how well Happy Camper has taken to school, the excellence of her teacher (at a local, state primary school), the bonding with her school mates, Happy Camper’s joy in learning. Her ongoing good health and resilience (after a poor start) is a wonderful bonus.
And best of all is our relationship. While Happy Camper’s cheeky streak may drive us mad, we are quite delighted at the confidence and intelligence that fuels it. We let her test the boundary, we explain the limits, we let her find them, we pull her firmly into line every so often, then we ease off. It’s an ongoing process.
So what underpins it all is love. When you hold this child in your arms and feel your heart turn over, you stop, and reflect. We love every fibre of Happy Camper’s sassy, gorgeous, healthy being. And she knows when she reaches for us she finds love. That will keep us all going.
Posted by EssentialMum
Think through where you have been, and where you’ve come to. Look at the child with clear eyes and see what you’ve achieved. There will always be challenges – have a chat with any other mother or father of a similarly aged child and you will find they deal with many of the same issues.
The challenge is that you may have a few extra. They will range in severity. At the lower end of the scale you will find yourself wondering how much of the behaviour is due to the child’s past, and how much of it simple six year old passion. There will come a point where you consider that the child has lived with you long enough to treat the behaviour as simple six year old passion. It’s a wonderful day when you all reach that point.
At the other end you’ll wonder how to ever manage this child’s behaviour. Faced with an endless challenge, stop and reflect. You will find some milestones along the way that help you take a breath, feel some satisfaction in what you have all achieved, and soldier on.
And just occasionally, we hope you feel real joy in what you are doing. Because we do, and it’s the best feeling in the world.
We bought some new clothes for Happy Camper – jeans, a hoodie, new cute boots. Nothing too different – just bigger sizes but the styles are probably more mature. Well, suddenly she looks like a big girl. It made us stop, and reflect.
Two-thirds the way through this kindy year, there is much to be happy about: how well Happy Camper has taken to school, the excellence of her teacher (at a local, state primary school), the bonding with her school mates, Happy Camper’s joy in learning. Her ongoing good health and resilience (after a poor start) is a wonderful bonus.
And best of all is our relationship. While Happy Camper’s cheeky streak may drive us mad, we are quite delighted at the confidence and intelligence that fuels it. We let her test the boundary, we explain the limits, we let her find them, we pull her firmly into line every so often, then we ease off. It’s an ongoing process.
So what underpins it all is love. When you hold this child in your arms and feel your heart turn over, you stop, and reflect. We love every fibre of Happy Camper’s sassy, gorgeous, healthy being. And she knows when she reaches for us she finds love. That will keep us all going.
Posted by EssentialMum
Getting access right
With school holidays just around the corner, our thoughts and plans, now that Happy Camper is at school, turn to access.
It was more difficult when she was tiny, when her behaviour after the visit showed how deep the impact of the visit was for her, and when we couldn’t discuss it.
Access covers so many different circumstances that 'what works' will be vastly different for us all. So here are some things we’ve learned:
Align the venue or activity with your foster child's natural inclination. If they are physical, get outdoors. It sounds really obvious, but it's amazing how you can end up at a venue that suits no one. We spent several visits at a local council library. Birth Mum was completely at sea with the concept of interacting with her child through reading, Happy Camper was constrained by the environment (don't run, be quiet). As both Birth Mum and Happy Camper struggled to interact Social Worker took over, to role model for Birth Mum. She ended up playing with Happy Camper while Birth Mum came and sat with EssentialMum. We both wondered what access was all about.
Now we meet at a park, or a pool, with lots of space and activities that allow Happy Camper to let off steam, play quite exclusively with Birth Mum, come back to join us, sit and talk. Birth Mum also sees the real Happy Camper - the tears when something doesn't go right for her, and the courage that sees her climb to the top of the monkey bars. Birth Mum is scared of heights and it is a challenge for her to see her daughter standing so straight and tall and confidently at the top of the climbing frame. It's testing her perception of Happy Camper and helping her see the real little person.
We've seen an improvement in how Happy Camper deals with access as a result and the whole effect is much more natural.
So have a say. Offer your view to the social workers about access. You know the child best.
Posted by EssentialMum
Happy Camper enjoys seeing Birth Mum. Now Happy Camper is much more articulate it is easier to discuss how she feels about the visits and what she likes.
It was more difficult when she was tiny, when her behaviour after the visit showed how deep the impact of the visit was for her, and when we couldn’t discuss it.
Access covers so many different circumstances that 'what works' will be vastly different for us all. So here are some things we’ve learned:
Align the venue or activity with your foster child's natural inclination. If they are physical, get outdoors. It sounds really obvious, but it's amazing how you can end up at a venue that suits no one. We spent several visits at a local council library. Birth Mum was completely at sea with the concept of interacting with her child through reading, Happy Camper was constrained by the environment (don't run, be quiet). As both Birth Mum and Happy Camper struggled to interact Social Worker took over, to role model for Birth Mum. She ended up playing with Happy Camper while Birth Mum came and sat with EssentialMum. We both wondered what access was all about.
Now we meet at a park, or a pool, with lots of space and activities that allow Happy Camper to let off steam, play quite exclusively with Birth Mum, come back to join us, sit and talk. Birth Mum also sees the real Happy Camper - the tears when something doesn't go right for her, and the courage that sees her climb to the top of the monkey bars. Birth Mum is scared of heights and it is a challenge for her to see her daughter standing so straight and tall and confidently at the top of the climbing frame. It's testing her perception of Happy Camper and helping her see the real little person.
We've seen an improvement in how Happy Camper deals with access as a result and the whole effect is much more natural.
So have a say. Offer your view to the social workers about access. You know the child best.
Posted by EssentialMum