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All posts for the month July, 2014

Guest Post from Heather T. Forbes – Issues Facing Adoptive Parents of Children with Special Needs

Published July 16, 2014 by thefamilyof5

I’m very honored to have a special guest post from them well known, well respected Adoptive mother, Author, Social worker, motivational speaker etc etc etc the list goes on, seriously, her CV is 19 pages long and full of admirable achievements and qualifications, 19 pages!!!! Wow! of course I’m referring to the brilliant Heather Forbes.
Its also Heather’s Birthday, so Happy Birthday Heather, and thank you for allowing me to share with my readers this amazingly insightful article.

Issues Facing Adoptive Parents of Children with Special Needs

(This article is based on the article, “Issues Facing Adoptive Parents of
Children with Special Needs” Forbes, H.T. & Dziegielewski, S.F.
Journal of Social Work 3(3), 2003.)

By: Heather T. Forbes, LCSW author of “Beyond Consequences, Logic, and Control” Volumes 1 and 2, and “Dare to Love: The Art of Merging Science and Love Into Parenting Children with Difficult Behaviors.”

Heather T Forbes

Heather T Forbes

The typical scenario of a young married couple adopting an infant from birth has been redefined and has changed dramatically. Historically, a traditional adoption was defined as a healthy infant placed with an infertile, middle-class, usually white couple. Today, however,adoptions can be characterized from a much broader spectrum. Many children being adopted today are not infants, but are older children of various races being adopted from either the public foster care system or from orphanages overseas. Due to a history of trauma, many of these children are considered “special needs” and require special parenting. These traumatic experiences imbedded in these children often make adoptive parenting a serious challenge and can compromise the child’s ability to join with and be accepted by a family.

Understanding the Child with Special Needs
Before understanding the extent of these challenges, it is important to acknowledge that adoptive parenting of a child with special needs is different from parenting a child without special needs. Although adoptive parents may face many of the same child-rearing issues as biological parents, adoptive parents of children with special needs face numerous issues related directly to traumatic experiences of the child. Adoptive parents often find that this significantly alters the balance of the family system, resulting in overt stress and disequilibrium, sometimes to the extent that the child is returned to foster care or to the adoption agency.

The demands and stress that result from the adoption of children with special needs result in approximately one fifth to one-fourth of the adoptions being reported as unsatisfactory and contributes to the approximately 10 percent or more of these adoptions that disrupt. Conversely, research shows that less than 1 percent of infant adoptions disrupt,demonstrating that the issues facing these infant adoptive parents are significantly less. John Bowlby’s writings on attachment suggest that early separations, discontinuity of loving care, and unresponsive or abusive care have a lasting impact on a child’s attachment framework. From this perspective, many adopted children have less than optimal beginnings. As parents transition into parenting these children, they are often faced head-on with the repercussions of these beginnings. Internal states of fear resulting from the early care are most commonly communicated through the child’s negative and rejecting behaviors.

These behaviors are a byproduct of the break in the attachment relationship, which has left the affected child without the ability to calm themselves and in a state of constant stress, unable to control feelings of anger and frustration. As a result, many adopted children with trauma histories are often characterized as aggressive, defiant, controlling, and lacking empathy.

Stress from the Disconnect
These problematic behaviors between the child and the parent can then quickly lead to problematic relationships and a cascade of the issues identified earlier, such as financial stress, marital stress, extended family stress, and physical symptoms. As the child works to attain safety through avoidance of the very relationship that the parents are working to develop, tension, fear, and discontent can quickly create stress in all aspects of the parents’ lives.

The child’s internal blueprint for relationship says that love equals pain, rejection, and abandonment. When parenting a child with such a definition of love, adoptive parents soon find that conventional parenting techniques are profoundly ineffective. Too often, parents find themselves in a state of helplessness and at a complete loss as to how to handle the behaviors. These negative attachment behaviors can then leave the parents feeling emotionally depleted and depressed. Homes become chaotic. Friends disappear. Parents become isolated. Job-related stressors become more difficult to handle. Stress-related physical symptoms become evident. Changes in self-image shift from confident and complete to insecure and empty. Even for experienced parents, who have raised biological children in the past and believe that they are fully prepared for the children’s lack of responsiveness can find themselves overwhelmed and feeling as if their lives are out of control. The entire household can switch from a state of light to a state of utter darkness.

Early childhood experiences of fear, void of a responsive caregiver, have created this dynamic. It is the lack of ability to self-regulate internal emotional states that is at the helm of this powerful and stressful force, restricting the child’s ability to engage in positive social interactions with the adoptive parents.

Relational Focus Required
Children with trauma histories typically project their fear, anger, resentment, and sadness onto the mother; the mother becomes the main target. Attachment theory explains this reaction in its definition of the mother’s job: to keep the child safe. For children with trauma histories, their mothers were unable to fulfill this role. Thus, the trauma occurred within the construct of the relationship.

In helping families of children with severe acting-out behaviors, the focus of the intervention needs to be the relationship, not the behaviors. Emphasis should be placed on creating a secure base for the child within the relationship with the parent. Research has demonstrated a direct correlation in the quality of the relationship between the adopted child and the parent to the adoption outcome.

Creating this strong parent-child relationship begins first with understanding the level of stress that can develop within this dyad. Not only is the child dealing with the stress of a past history of abuse, abandonment, and/or neglect, but in conjunction with this, past traumatic experiences of the adoptive parents can resurface as the adoptive parents deal with the issues of their adopted child. For example, if a mother experienced an unhealthy and hurtful relationship with her own mother, often times this pattern resurfaces and is replicated with the adoptive child.

From Love to Fear to Love Again
When traditional parenting techniques prove ineffective, and as parents work to implement strategies to connect with their children to no avail, the feelings of rejection and helplessness can be devastating. As stress builds in the home when parenting a child who does not respond positively and who does not seek his parents for comfort, parents find themselves disconnecting in an attempt to maintain their own level of existence. Before long, the entire family can find themselves living in survival mode and parents often demonstrate difficulties in responding to their children in nurturing ways. Parents find themselves asking how they went from a state of love, in wanting so badly to adopt a child, to a state of fear—wanting to so badly to get away from the child.

The shift from an initial emotional state of love to this resultant emotional state of chaos and helplessness is simply the outcome of living with a child whose internal stress level is in a state of perpetual overdrive. This level of stress energy within a family system is a powerful force. The adoptive parents often find themselves yelling, screaming, and verging on the edge of abusiveness. This can be so severe at times that parents feel as if they could physically hurt or injure their child. This type of reactionary behavior is simply an internal safety mechanism used to avoid uncomfortable feelings and memories of their own past.

There is, however, hope for these families. Neuroscience tells us that the brain is ever changing, and neuro-plasticity tells us that the brain has the ability to continually formulate new connections. We were previously told that once we were hard-wired one way, we simply had to accept what we were given. However, brain scan imaging shows us that we are actually creating new connections all the time. When the parents can reduce their stress and return to a state of calm, their interactions with the child have the ability to create new healthy and functioning connections in the child’s neuro-patterning.

It takes reducing the stress created from the issues affecting the adoptive family, related to both the trauma history of the child and the effect of that on the parents. It takes the willingness to be honest with oneself in order to face the pain, frustration, and feelings of helplessness to then create experiences with the child that are characterized by sensitivity, understanding, patience, and attunement. Parenting a child with special needs requires living at a higher level of consciousness in order to stay attuned to one’s own emotional state. Attachment, bonding, and healing cannot occur when the parent is stressed and disconnected at the emotional level. It takes the intensity of positive emotional experiences to heal a child whose early messages, whether direct or indirect, were “You’re not wanted” or “You’re not lovable.”

Such interventions extend beyond that of behavioral management or cognitive thought. It takes addressing and releasing the core fear, which has become the child’s reality, through changing the environment and either reducing or eliminating the stressors for the adoptive parent. Children inherently want to please their parents. It simply takes identifying the stressors and being willing to address the fear in order to allow the emotional space for this intrinsic drive and for the biological need for the relationship to be activated.

Thus, the child labeled earlier as a “special needs” child is in reality a misnomer. Instead, a child with a trauma history and a history of an attachment break should simply be seen as a “Child with A Special Need” (only one need—not plural). And that special need is a well attuned, loving, and emotionally safe parent. It is in this dyadic relationship that the child (and his parents) finds his way back to love and healing.

Visit Heather’s website at http://www.beyondconsequences.com

 (c) Beyond Consequences Institute, LLC 2008

Big Girls Letter to her New Teacher

Published July 9, 2014 by thefamilyof5

And finally here is Big Girls letter

Hello my name is Big Girl

My mummy has put together this little booklet to help you understand me.
In 2010 I came to live with my new mummy and daddy. I’ve had a very difficult start in life and this has meant that I’ve developed a little differently to other children, I’m emotionally and socially very behind so I might need you to be extra considerate of this sometimes and not expect me to be the same as the other children my age. I’m also have a diagnosis of Autistic Spectrum Disorder which Mommy says makes me very special as I get to see the world differently to everyone else.

Sometimes the adults that were in control of my early life did things to make me feel scared and frightened. This has meant that I find it very hard to trust adults and let other people be in control. I’ve been finding school very difficult, and I don’t always cope with this very well. Sometimes I might still feel scared and frightened, but I won’t know how to tell you this so I need you to keep a close eye on my behavior and my mood, I’m exceptionally good at pretending to be ok. If you’re unsure of how I’m feeling I probably won’t tell you what’s wrong even if you ask me. I only tell the people I really trust to keep me safe. Mommy says gaining my trust is the most important thing in the world ever and that Math and English will be easier for me once that’s sorted.

Classrooms can be quite scary for me. There are children all around me making noise and moving about and people walking around outside and up and down the corridors. Please help me by sitting me close to you and with my back to a wall and not to a door, that way I don’t need to be worried about what’s going on behind me. I also don’t like being too close to other children, It makes me feel squishy and I don’t like that, If I feel squished then I can’t think about anything else. Mommy says I need my space because I don’t like to be touched/nudged/knocked. My hearing is really good, I developed this early on as a way to keep myself safe, I can hear danger from miles away my mommy says. This means that I become easily distracted by other noises inside and outside of the classroom so concentrating is really tricky for me and I might not always hear what you’re saying, but I will always try to keep you happy ( as that’s when I will feel safest) so just because I say I understand what my work/homework is, it doesn’t mean I really do, I just don’t want to annoy you or let you down so please make sure I really have understood what you’ve asked me to do by asking me to explain it back to you. I might also hear conversations that are not meant for me, Mommy is always telling me I need to stop listening to adult conversations, please don’t be annoyed with me though, I can’t help it, I’m just trying to keep myself safe.

I don’t have much confidence and mummy says my self-esteem is rock bottom, so sometimes when you ask me to try to do something new I’m so scared of getting it wrong and upsetting you that I choose not to even try. I will need you to gently encourage me, but please don’t try and force me as this will scare me. Sometimes when it looks like I’m having lots of fun and behaving ‘silly’, I’m actually very anxious and need your help to calm me down and reassure me that everything is ok; this is usually when we’re doing something unstructured Mummy says, she says I need routine and lots of structure to feel safe.

I don’t want to talk about my past and my adoption in school, some of it is very upsetting and sad, Mommy says it’s probably because I’m not feeling secure enough yet and when I am I’ll be happy for the children to know more about me. Mommy says it’s very important that all the staff in school know that I’m adopted because otherwise they might accidentally say something that could upset me and that could be upsetting for them as well as for me.

I might worry about new topics, new tasks and tests. I’m always worrying about getting things wrong mommy says. I also might get worried if someone new comes into the classroom or even if I see a new face in the corridor, I might worry it’s a social worker coming to take me away or that something terrible has happened, my worries can be very dramatic mommy says. I might get upset if we do any work or topics on families or about when we were babies. Some of my memories may be difficult for me to think about as well as talk about, there may be things I don’t know about my early years making it even more difficult for me to take part. I might get worried about trips or new activities and will need you to explain to me exactly what is going to happen and what I will be doing and who will be keeping me safe, but if you can, please don’t tell me about things too early as I will worry about it at night when I’m trying to sleep. If I get really anxious, please let me know I can ring my mummy, sometimes just suggesting it is enough reassurance to let me know I’m safe and it’s all ok. My mummy is my safe base and I need to know she is there for me.

I really need you to help me this year to make some friends. It’s very difficult for me to be a friend because inside I don’t think I’m a very nice person so I think all the other children think that about me too. I very often have no one to play with and feel very lonely, this just makes me feel even sadder and more rubbish about myself. I find the playground very scary. I won’t always tell you I haven’t got a friend though because I’m very ashamed of this. I don’t really know how to make friends and I’m scared that if I try to be someone’s friend that they might not like me. There hasn’t been much in my life that I’ve been able to control so I prefer to do things my way as that’s when I feel safest, the other children don’t always want to do things my way and I find this frustrating and sometimes get angry and hurt myself in secret.

I don’t like telling my mummy when I’ve had a bad day as I worry she might be disappointed with me. So when I go home Mummy doesn’t understand why I’m so upset or angry and struggles to help me. It would really help my mummy if you could tell her about any upsets, sulks or strops I have at school even if they seem really insignificant, Mommy says I can make a mountain out of a mole hill with my worrying. Mummy likes to help me when I’ve been finding things difficult by keeping me close and calm and letting me talk things through so I can feel safe again and sleep at night.

My mummy has also put lots of useful information in this booklet, please copy anything you might want to refer to again or keep as a reminder but please give this book back to mummy when you’ve had a good read so she can update it and give it to my next teacher next year. If you want to talk to my mummy about anything in this book or anything you see me doing or hear me saying, she will be happy to chat, she can talk about me for hours and she knows me better than anyone else. Mommy says if there is anything she can do to help you, help me, she will.

I hope we have a lovely time learning together.

Middle Girls Letter to her New Teacher

Published July 9, 2014 by thefamilyof5

Following on from my previous post here is Middle Girls letter

Hello my name is Middle Girl

My mummy has put together this little booklet to help you understand me.
In 2010 I came to live with my new mummy and daddy. I’ve had a very traumatic start in life and this has meant that I’ve developed differently to other children, I’m emotionally very behind, I have speech and language difficulties and struggle with word finding, processing and memory. I also have a working diagnosis of Autism so I need you to be extra considerate of all of this and not expect me to be the same as the other children my age. Mummy says I’m a very complicated little girl that is very scared most of the time but she also says I’m the best at pretending to be OK and can trick most people, sometimes even her!

The adults in my early life did lots of things to make me feel scared and frightened, I never talk about them though because they’re too scary. I haven’t been able to trust anyone since, not even my new mommy and daddy. I will always do my best to keep the adults around me happy by being extra helpful and chatting to them, I smile a lot so that people will take less notice of me because if I look happy then the adults around me feel happy, if the adults are happy then I feel safer. Unhappy adults can be dangerous. I hide behind my smile because I’m scared. I need you to help me feel safe; mummy says it’s the most important thing ever.

I don’t have much confidence and my self-esteem is rock bottom my mummy says, I find my work really hard and I’m very behind but I don’t let that stop me, I always work enthusiastically because I want to please you, I need you to see when I’m pushing myself to hard and help me to see that you still think I’m great even if I get things wrong or don’t understand. I put myself under a lot of pressure to be great.

I might get upset if we do any work or topics on families or about when we were babies. Some of my memories are difficult for me to think about as well as talk about, there may be things I don’t know about my early years making it even more difficult for me to take part.

If I have a problem I will find it very difficult to explain and will need you to be really patient with me and not rush me because when I’m scared I can’t hear what you are saying or find the right words to speak, if you rush me I will worry that you’re getting angry and panic. Sometimes if it’s taking a while It’s better to tell me to have a think of the words I need and come back when I’m ready to talk. If other children talk for me or tell you their version of events I will just agree with them because it’s easier and I will think that you might get frustrated if I disagree, but this just makes me secretly angry with you for not giving me the chance to talk, even if you tried, I can be very irrational with my thinking mommy says. I will also get very worried if I think your angry. I might worry your annoyed with me because you’ve told someone else off. If you shout at someone, I will be really scared, if you shout at me I will be terrified. If I think your annoyed I wont hear what you say because I will be too frightened to listen.

I often get things mixed up and sometimes when you tell the class things like ‘if you have some shoe boxes at home please bring them for next week’s topic’ I’ll get very worried and tell mummy that I MUST have a box for the next day. Mummy understands that I get mixed up and tells me that if I need to take something into class then I must get a letter or note so she knows what is actually expected rather than my mixed up messages, please could you help me by making sure mummy knows if I need to bring anything in to school or do something for you, telling me to write it in my diary isn’t always enough, sometimes I can’t read what I’ve written or have forgotten what you said before I’ve had chance to write it but I won’t ask for help, please help me by making sure I have all the information to give to my mummy.

I don’t want to talk about my past and my adoption in school, some of it is very upsetting and sad, Mommy says it’s probably because I’m not feeling secure enough yet and when I am I’ll be happy for the children to know more about me. Mommy says it’s very important that all the staff in school know that I’m adopted because otherwise they might accidentally say something that could upset me and that could be upsetting for them as well as for me.

I love to play with my friends on the playground but mummy worry’s that my language and social difficulties make it difficult for me to ‘chat’ to my peers, please can you keep an eye on me on the playground and help me if I’m struggling with my peer group, I won’t ask for help. Sometimes if I’m struggling I will play with the boys because all they do is run about and that’s a lot easier for me, but actually I don’t like playing rough and feel quite scared sometimes if I get hurt in their games. I don’t even like running about, Mommy says I use so much energy worrying that I don’t have much left for moving never mind running and I don’t even sleep that much so my body is always exhausted.

I don’t like telling my mummy when I’ve had a bad day, I’m very good at hiding things from people because I have such a big smile. If mummy doesn’t know I’ve had a bad day then she won’t know I need her help to talk about things and If mummy doesn’t help me I will get angry and scream and shout at bedtime. Mummy likes to help me when I’ve been finding things difficult at school by keeping me close and calm and letting me talk about things so I can feel safer again, If my mommy does this every time I feel sad I will soon learn that I can trust her and that she can help me, It would really help my mummy if you could tell her about any upsets, sulks or strops I have at school even if they seem really small and unimportant, they might be important to me. I expect my mommy to read my mind, I expect her to know everything about me even if I don’t tell her, It will be the same with you, I need you to really ‘see’ me. If you think I’m happy and have settled in really quickly and appear to be having a great time and building a strong relationship with you, then you haven’t really ‘seen’ me and I’ve fooled you as well. I need to know that you’re listening to my mommy and that you’re both trying to keep me safe together. Mommy will know when I’m feeling secure in school because I will stop feeling angry at home on school days.

My mummy has also put lots of useful information in this booklet, please copy anything you might want to refer to again or keep as a reminder but please give this book back to mummy when you’ve had a good read so she can update it and give it to my next teacher next year. If you want to talk to my mummy about anything in this book or anything you see me doing or hear me saying, she will be happy to chat, she can talk about me for hours and she knows me better than anyone else. Mommy says if there is anything she can do to help you, help me, she will.

I hope we have a lovely time learning together.

Baby Girls Letter to her New Teacher

Published July 9, 2014 by thefamilyof5

Do you remember the ‘letters to teachers‘ that I did last year, well they were so popular that I felt almost obligated to share this years with you all. I’ve put together booklets for each of the girls new teachers with a covering letter along with Copy of Adoption UK’s Education Now magazine, the Understanding Why brochure from the National Childrens Bureau, a booklet called ‘Lets Learn Together’ from Adoption UK and a few articles that I’ve copied from various Magazines. So here goes!

Hello my name is Baby Girl

My mummy has put together this little booklet to help you understand me.
In 2010 I came to live with my new mummy and daddy. I’ve had a very difficult start in life and this has meant that I’ve developed a little differently to other children my age, I’m emotionally and socially very behind. I also have a working diagnosis of autism, you’ll need to be extra considerate of all of this and not expect me to be the same as the other children, mummy says ‘think aged 3’ and I’ll make more sense.

Sometimes the adults in my early life did things to make me feel very scared and frightened, my life was very chaotic. This means I find it very hard to trust adults around me to keep me safe. Mommy says I feel very anxious a lot of the time in school. When I’m anxious I worry about who will meet my needs, that can mean I spend a lot of time getting your attention, mummy says this can be exhausting sometimes and that it is because I need to know someone is keeping an eye on me. I feel frightened and alone if I think I’ve been forgotten so I will always do something to remind you I’m here. If I get really anxious, please let me know I can ring my mummy, sometimes just suggesting it is enough reassurance to let me know I’m safe and it’s all ok. My mummy is my safe base and I need to know she is there for me.

Sometimes I get worried about food, mummy says I’m obsessed with food especially when I’m stressed. Sometimes I might take other peoples food, mommy says this is because my rational brain is asleep when I’m at school because I’m so stressed out, so my survival brain takes over, this part of my brain doesn’t understand consequences so telling me off will have no effect, it will just frighten me even more. Mommy says the best way to handle me is to prevent me doing things in the first place by keeping a very close eye on me, this makes me feel safer and I am able to think more rationally about my choices. I like it when the TA is close by as she keeps an eye on me in class and this helps me to focus on my work. Mummy also says I’m very clever, super clever in fact, and if you help me to feel safe then I will stop worrying about being safe and will be able to show you just how clever I really am, you’ll be amazed!

I don’t want to talk about my past and my adoption in school, some of it’s very upsetting and sad and I don’t really understand most of it, Mommy says it’s also probably because I’m not feeling secure enough yet and when I am I’ll be happy for the children to know more about me. Mommy says its very important that all the staff in school know that I’m adopted because otherwise they might accidentally say something that could upset me and that could be upsetting for them as well as for me.

I find unstructured time at school a little overwhelming because I can’t regulate my behavior. Mummy says I’m a bit like a bottle of fizzy pop, and the excitement/stress of school shakes me up and up, so you need to help keep me calm so I don’t fizz all over the place. When I’m coping I’m very kind, considerate, thoughtful, chatty and sensitive.
I desperately want to be liked by everyone and to feel like I fit in, this might mean that I play games or with the types of children that scare me, remember inside I’m thinking like a 3 year old so lots of things scare me. I also find friendships very tricky mummy says, she says I’m very vulnerable and can be easily guided by children with strong personalities without me even realising. Help me to find kind and calm children to play with please, mummy says this is very important.

Sometimes when it looks like I’m having lots of fun and behaving ‘silly or excited’, I’m actually not coping very well and may need your help to calm me down and reassure me that everything is ok, telling me off will make me feel even more anxious. Mummy says I’m very sensitive, I pick up on people’s emotions and they can change the way I feel, so if someone in school gets upset or angry or stressed, it can make me feel all funny and stressed out too and I don’t even realise what’s happening. Sometimes Im feeling so anxious that I wont hear everything that you say, which means I might get worried about something I’ve mis-heard. Mommy says loud noises and smells can also cause me to become distracted and worried too, so I will need you to help me by keeping on eye on people and things around me that might upset me. I will also get very worried if I think your angry, sometimes I might think your angry just because your not smiling or I might worry your annoyed with me because you’ve told someone else off. If you shout at someone, I will be really scared, if you shout at me I will be terrified. If I think your annoyed I wont hear what you say because I will be too frightened.

If there are visitors in school I will be very frightened, I may even see the visitors before you because Im very nosey, so please try and stay one step ahead of me by knowing who is expected to visit school each day. I will need you to reassure me that I’m safe by explaining to me who they are and why they’re in school, If a visitor comes in to our class then I will need you to let me know I’m safe, If I don’t feel safe I might try and ‘please’ the visitor to make myself feel safe, I do this by being superficially charming and inappropriately affectionate mummy says.

If things change in school this will really worry me, even something simple like doing PE after break instead of before, will worry me and I will need you to prepare me for any change by explaining what’s happening but also telling me why so that I can understand, my brain works very fast, sometimes too fast, Mommy says my cognitive processing skills are excellent, so please explain things to me properly before my brain gets into a tizz and jumps to all sorts of peculiar conclusions.

I might get upset if we do any work or topics on families or about when we were babies. Some of my memories may be difficult for me to think about as well as talk about, there may be things I don’t know about my early years making it even more difficult for me to take part. I can get very confused and upset about my past.

I don’t like telling my mummy when I’ve had a bad day as I worry she might be disappointed with me. So when I go home after a tricky day Mummy doesn’t understand why I’m so upset or angry and struggles to know how to help me. It would really help my mummy if you could tell her about any upsets, sulks or strops I have at school even if they seem really insignificant, Mommy says I can make a mountain out of a mole hill with my worrying. Mummy likes to help me when I’ve been finding things difficult by keeping me close and calm and letting me talk things through so I can feel safe again and sleep at night. I like to know that you and mummy are working together, this helps me feel safe.

My mummy has also put lots of useful information in this booklet, please copy anything you might want to refer to again or keep as a reminder but please give this book back to mummy when you’ve had a good read so she can update it and give it to my next teacher next year. If you want to talk to my mummy about anything in this book or anything you see me doing or hear me saying, she will be happy to chat, she can talk about me for hours and she knows me better than anyone else. Mommy says if there is anything she can do to help you, help me, she will.

I hope we have a lovely time learning together.

check out my next 2 posts for middle girls and big girls letters.

Police = Good

Published July 3, 2014 by thefamilyof5

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We went to a police fun day recently, I specifically sought out such an event as I wanted my girls to see that the police are good, they’re there to help us and keep us safe. Their experiences of the police in their past have not been positive ones.

It was a great day, busy but great and babygirl impressed us all by confidently asking a policeman why he needed a tractor!

I’ve linked this up with #MemoryBox over at The Adoption Social 

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