​The Simple Guide to Sensitive Boys: How to nurture children and avoid trauma, by Betsy de Thierry. 
 
I love small clearly written and accessible guides, especially about heavy or difficult subjects. Betsy de Thierry’s books usually fit that brief and this one is no exception. Sensitive Boys landed on my desk at a time when I was working with a sensitive boy who felt he had to put on a helmet and wield a toy sword before he left the therapy room, and I had been reading All our Sons by Allan Schore (2016).
 
De Thierry is clearly aware of Schore’s research, which evidences that boys - not just the sensitive ones - need more nurture than most of us give them. Boys are born more stressed and harder to soothe than girls. It is more difficult for them to attach and their brains and regulatory capacities develop at a slower pace than girls. Common sense would then suggest that we have to lavish them with nurture to avoid traumatizing them and yet our culture is one of “manning up” and telling hurt children that, “big boys don’t cry”. We punish, shame and humiliate our boys for their neurobiological vulnerabilities in the hope that it will toughen them up for a cruel world and then wonder why we find ourselves in the grip of toxic masculinity on a global scale. Clearly, as this book suggests, something has to shift!
 
With extra sensitive boys the problem worsens. De Thierry likens the sensitivity of some children to being “skinless”. It’s a wonderful metaphor for highlighting how tiny scratches can wound. I’m thinking of boys who cannot touch another child when lining up at school without feeling picked on, how falling in the playground can make them feel like the whole school day is unbearable, or contact sports send them into fight or flight. Add to that the sensory challenges, bullying and misunderstanding of children who are neurodiverse and we begin to see how some children who do not appear to have a trauma history can display symptoms of trauma. “But there is no trauma history,” is something I hear from school staff regularly when I do trauma training. Understanding how feeling things deeply, hurts deeply, can help us make sense of children’s responses to experiences that often seem normal.
 
This book delivers a lot for such a slim guide. There is information on the early years and the importance of managing children’s fears and anxieties instead of leaving them to deal with the tough stuff on their own.
 
The content is enhanced by short stories from sensitive boys about their own experiences and invitations to stop and reflect on some of our own perceptions of boys and ourselves in relation to them. As expected with de Thierry there are references to the power of shame and a lot on the importance of attachment and relational connection in terms of resilience building, soothing and regulation.
 
We are reminded of the number of men who suffer depression and anxiety yet never ask for help, perhaps because they feel to display such vulnerability is weakness. Sadly, we are also informed about the high rates of suicide in people over the age of 15 years, 78 per cent of whom are male.  The author encourages us to become agents of change by teaching emotional literacy and encouraging nurturing connections with boys and men. Most of all in this book, however, there is a sense of hope and an urge to believe in children, to support their psychosocial development and build their confidence. We are invited to help our children redefine the concept of masculinity, and to support them to use their gifts, gentleness, strengths and intelligence in ways that they can feel proud to be a boy and safe to live in the world.

Sheila Lavery

Therapeutic Parenting Jumbo Cards by Sarah Neish & Sarah Dillon
Initially I wondered about the use of cards for adults but the Therapeutic Parenting Jumbo cards are fabulous.  They are designed for parents or carers who are using therapeutic parenting techniques and for professionals who are introducing others to this style of parenting. 



​These cards compliment the book ‘A quick guide to therapeutic parenting’ by Sarah Neish but can be used independently.  I would say, however, that a knowledge of therapeutic parenting would be beneficial as the cards act as useful reminders of concepts, principles and parenting techniques, but do not provide in-depth explanations or theory.

The 56 cards come in a sturdy box and are a lovely quality.  They cover a wide range of issues and topics and each card features a statement or quote from Sarah Neish’s book.  They have a cartoon picture on one side with a statement or quote relating to an element of therapeutic parenting, then on the flip side there is a more detailed but concise explanation. 

Each card is numbered and belongs one of 9 categories which are outlined in the useful booklet which comes with the cards.  Another useful and thoughtful addition is that each category is also given a separate colour, so can be easily found in the pack if you are looking for cards pertaining to a specific topic.

I like the fact that difficult issues are tackled such as why others, including family and professionals, can often sit in judgement (Category 3 ‘Ignorance Is Not Bliss: The Unhelpful Others’) or that progress is sometimes hard to see and measure (Category 6 ‘Where Did That Come From?! Progress Isn’t Always Linear).   Encouraging parenting tips are provided within each category and often come at the end of each concise explanation.

The cards are a useful tool for those times when the going is tough.  It is during times of stress when something easy to access is needed to help us to hold onto what we have learnt and why therapeutic parenting really works. You could choose some cards pertinent to what you and your child are experiencing and have them close to hand to give you encouragement.  They may also be useful to help others understand certain behaviours or difficulties a child might be experiencing. There are many different ways these cards could be used and there are suggestions in the booklet. One thing Sarah Neish points out is that these cards are for adults and I would agree with her that you may not want your child to read them as it could induce negative feelings such as shame.

Although the cards are designed for use within the field of developmental trauma they could be used for any parents who want to adopt a therapeutic approach and could be useful for children with developmental disorders such as Autism Spectrum Disorder and Attention Deficit Disorder where therapeutic parenting can really help.

I know that I will be using these cards in my work with parents and carers to help them think about some of the more difficult concepts and would recommend them for anyone working with or caring for children who have experienced developmental trauma. 
​
Lesley Bell
Therapeutic Social Worker

Superparenting: Boost your therapeutic parenting through 10 transformative steps by Dr Amber Elliott. 
 
The Super parenting approach involves learning and using Empathic Behaviour Management (EBM) to parent with empathy and connection while still trying to guide children towards more acceptable ways of communicating their needs. To understand EBM you’ll have to read the book but basically think Dan Hughes, Dan Siegel and even take yourself back 20 years to Caroline Archer and Christine Gordon, who set us all on the right track for therapeutically parenting survivors of childhood neglect and abuse.
 
Parents familiar with attuned empathic parenting know only too well that relationship is the key to regulating and repairing childhood hurts and that traditional behavioural management strategies are ineffective at best and more often than not, re-traumatising. In reality, seasoned adopters may be so familiar with the concept and the daily practice of therapeutic parenting that we forget it’s not the norm for most other parents or indeed many adults who engage with children. Regular reports from my granddaughter about, “what happened in school today” indicate that, sadly, shame-inducing, punitive reward and consequence approaches are still alive and well! Reflecting on that, I wondered what Amber Elliot could bring to an already well laden table of therapeutic parenting books…
 
Super parenting is so called for a couple of reasons. The first and most obvious one is that children with trauma histories need parents who have super-sized capacity in terms of understanding, empathy, psychological mindedness, resilience, tolerance, advocacy, etc. For me it also taps into the notion that as adopters and carers we are often expected to be superhuman, to “turn children’s lives around”, to do it quickly,  and without any psychological cost to ourselves. Thankfully, Amber Elliott recognises that our own stuff – our childhood experiences, attachment styles and cultural conditioning – can get in the way of the best intentions when emotions run high and the parenting rewards are few. She uses a tortoise and hare analogy based on fast and slow life history theory to explain how we act and react as parents because we parents have histories too you know and they are definitely going to get triggered by our kids. She identifies the need for awareness, self-acceptance, curiosity and compassion when dealing with our own shame and mistakes. This balance of meeting our own needs as well as our children’s is an important and often understated part of the parenting role. It was good to see the author give it the attention it deserved. Good also to see shame get addressed – it’s a big player in our family dynamics and is often avoided in parenting conversations, which probably says something about how society as a whole uses shame.
 
Dr Elliott considers the main obstacles to children being motivated by rewards and consequences: regulation of stress responses, poor impulse control, lack of trust, the power and control dynamic, and shame, being key. For readers familiar with DDP and the Dan Hughes PACE/PLACE approach, this will not be new territory but Dr Elliott presents the content in a helpful and logical way. Using the 10-step approach she explores family situational examples to illustrate how the relentless everyday stuff can wear you down and how things can get worse when we overreact or rely on praise, reward charts or relational deprivation for example. Best of all, there’s helpful suggestions that could turn around even really challenging situations.

Regulation of self and child, minimising shame while maintaining connection and boundaries are essential to the success of Superparenting. Parents (and teachers) often wonder how we can maintain boundaries and be flexible enough to meet the needs of the child. Flexibility does not mean giving in, it’s more about bending without breaking and that’s why we need to keep our own self- regulation and intersubjectivity skills in top condition. Without flexibility we find ourselves engaging in control battles that frankly we rarely win. It’s also helpful to remember that parenting is a marathon. The author does not offer any magic bullet approaches or fixes of any kind. I say that with relief, not as a criticism.
 
Superparenting proposes 10 helpful steps to transformation, while acknowledging that transformation can take time and can look different for everyone. It allows for the fact that we will all screw up (again and again) and that’s okay, relationships are built through rupture and repair - as long as the parents model repair – another reason to befriend our shame!  And, of course, there is a place for rewards in all family relationships. We all need our efforts rewarded and the author gives examples of inspiring and hopeful relational rewards that can work to motivate children and young people without the usual overtones of power and control.
 
At over 200 pages there is lot of reading here for busy parents and Amber Elliott is aware of this. She bookends the content with reminders to use it as a guide rather than a cover-to-cover must-read.  I like the suggestion that parents keep using techniques of their own that work as long as they align with the five-point nuts and bolts checklist. (Obviously, some techniques might look like they work when children are young because they secure obedience, but fear and shame can do that too). The super-short checklist neatly reminds us of what therapeutic approaches look like. All in all, I think this is a valuable text for new parents, or more experienced parents who have discovered their current strategies might need reviewing. It would also have real value for groups exploring and sharing parenting approaches.
 
Sheila Lavery
Adoptive parent, art psychotherapist and trauma educator

The Power of Showing Up: How parental presence shapes who our kids become and how their brains get wired. 

By Dan J Siegel and Tina Payne Bryson
​
I was asked to review this book just as the COVID-19 lockdown was kicking in.  A social worker “to trade”,  I currently work as a Support for Learning Assistant in a local Primary School with children presenting with attachment and trauma related issues and children with autism. 

So when the schools closed, I thought I would have loads of time – however, with my own children at home, my husband also a key worker and our Education Department providing “learning at home” opportunities, time has not been on my side!!

However, reading this book has been a very welcome, and indeed comforting, distraction during such a strange and worrying time when connections, physical, emotional and “virtual” have become more important than ever.  When spending time at home with my children who are also feeling anxious, has meant I have become far more aware of how I am responding, reassuring and being mind minded – showing up for them.

Reading this book has helped me to reflect on my own parenting of my children, making sense of my own experiences and how these have shaped and influenced my attachment style and coping strategies and how these in turn have shaped my children and my relationships.  It is an optimistic book which says “you can do this” and I could actually hear Dan Siegel’s friendly voice as I read through the pages!

The book opens with what it means to “Show Up” and explains with clarity what is meant by the Four S’s (Safe, Seen, Soothed, Secure).  It goes on to explore what happens when parents don’t show up and, without using any incomprehensible jargon, enlightens us about the science of Attachment in a way which sets the scene for the rest of the book.  The Four S’s – Safe, Seen, Soothed, Secure are then assigned a chapter each to explain what happens when parents show up to provide these in a predictable, attuned way and also what the impact on children and adults is when this doesn’t happen.

Dan Siegel and Tina Bryson use neuroscience and attachment research as the basis for the book.  They share with the reader in a way which is easy to makes sense of,  what is meant by a secure and an insecure attachment and effectively describe the categories of attachment – Secure, Avoidant, Ambivalent, Disorganised – highlighting and explaining the causes, meaning and implications of each.   This provides a platform for the reader from which then to make sense of the Four S’s set out in each of the following chapters.

The Four S’s provide a concise, helpful and easy to understand “summary” of attachment research – not an easy task given the breadth of research, books and articles written over the years – but somehow Dan Siegel and Tina Bryson have indeed managed successfully to do this in a way which is easily accessible to parents, carers and indeed anyone involved in supporting and working with children and young people – and also adults who may struggle as a result of the impact of their early experiences.  The Four S’s are the building blocks of healthy development.

The book is full of helpful visual reminders and diagrams which illustrate what is explained throughout the text.  As a visual learner, I found this extremely helpful.  Throughout the book, themes are repeated in a beneficial way e.g. the importance of children feeling safe, seen and soothed and examples of what this looks like.  Reminders within each section pulling you back to the attachment research.   This “repetition” is helpful as it pulls all the themes together.   All Four S’s are pulled together in the final chapter which focuses on security.

One of the things I like about this book is that it repeatedly reminds parents that we are none of us perfect – nor do we need to be.   It is encouraging in that it highlights that it is impossible to get it right all the time and acknowledges that we all get it wrong.  The emphasis is on the balance that most of the time we are getting in right,  creating a predictable experience and world for our children.  It also provides the strategy of repairing things and apologising when we get it wrong – and that this in itself is an opportunity for building security and trust in our children.   Importantly, we are told this does not mean “spoiling” our children, letting them off with things, “being soft”, being permissive – that we can be attuned and connected and show up in a way which still keeps children safe.

There are explanations throughout the book about how the brain works in terms of areas of the brain, how these interact, and how these are impacted by the responses of parents, how the areas integrate and how this integration is the key to our health and happiness as adults.   There are numerous explanations around how we internalise our experiences of being parented.

I also like the way that the book tells us how to “show up” consistently for our children whether they are experiencing success or failures.  How we can provide safety, ensure they are seen and provide soothing, even when we are saying “no”.

An important theme throughout the book is that even those adults who have not had a positive experience in our own childhood of being safe, seen, soothed and secure, can successfully provide this for our own children.  We don’t have to repeat what we experienced.  The writers explain optimistically that providing we can make sense of our own experiences, however negative, that we can reflect on our past and understand how the absence or unpredictability of these building blocks impacted on our own mental model, we can then build positive attachments and can show up for our own children ensuring their development is healthy.   We can become attuned to our own children’s needs, emotions, feelings and thoughts.  

I think this book will be quite a revelation to some parents and carers and professionals reading it, specifically making sense of their own past, their own childhood experiences – there are questions at the end of each chapter which serve to make us think about our own experiences, our parenting of our own children and what we might do differently.  The authors explanation that the way we adhere to the Four S’s shapes not only our children’s’ emotional development but actually physically wires their brains, is fairly mind-blowing (though not alarming!)... but at the same time, makes so much sense and provides irrefutable evidence and examples of the importance of consistently and reliably being present – showing up – for our children in a way which allows them to thrive and get through life’s tough stuff.

As someone who feels I have a “relatively” good understanding of attachment and trauma (and also someone who appreciate a jargon-free text!),  I found this book well written with clearly explained themes, science and research.  It has condensed a huge amount of research into a clear and concise text.  This is a grounded, reader-friendly, optimistic and encouraging read, and most importantly, is easily accessible for parents and carers.  I would thoroughly recommend this book for all parents, carers and anyone involved in working with or supporting children and young people.

I thought I would just include this quote - from the page of the book just before the Contents page, as I feel it reflects these times:-
“If ever there is tomorrow when we’re not together...
There is something you must always remember.
You are braver than you believe, stronger than you seem,
And smarter than you think.  But the most important thing is,
Even if we’re apart ...... I’ll always be with you.
- Christopher Robin to Winnie-the-Pooh (Pooh’s Grand Adventure)

Shona Thain
Support for Learning Assistant (and former Social Worker of 25 years)

Beyond Behaviors: Using Brain Science and Compassion to Understand and Solve Children's Behavioral Challenges by Mona Delahooke PhD

If you are a parent, teacher, mental health professional or find yourself working with any children who struggle with behaviour at home, in school or in the wider community then go buy this book NOW…. It makes so much sense?

Looking after a child with trauma and anxiety, who is neurodiverse or autistic, or who has received any diagnosis which include symptoms of challenging behaviors (RAD, ODD, PDA, DMDD, PTSD, DTD, IED, ADHD, etc.) is highly complex and often demanding. It is impossible however, to have the positive influence we would all wish for without a good understanding of the causes.

Child Psychologist, Dr. Mona Delahooke has put into words so clearly and brilliantly what needs to be known about the most challenging kids in our communities and classrooms. In a compelling, compassionate, and easy-to-read format, she has addressed many of the false assumptions that underpin out-dated behaviour management systems. More importantly she proposes a refreshingly compassionate and brain-based approach. Instead of following the traditional path of rewards and consequences to try to motivate children to behave, she focuses on the importance of building an environment of safety, respecting individual diversity, and understanding children’s sensory and nervous systems. Her emphasis on the importance of relationship in a world where discipline has been interpreted as punishment rather than "to teach" is a key message for all of us.

With plenty of scholarly research, along with helpful examples and informative diagrams, her book clearly and beautifully demonstrates the importance of figuring out the root causes of the behaviour as the prerequisite to finding compassionate solutions that work!

This book Is also important because it addresses both sides of the relationship equation (adult/parent and child) and offers effective tools, worksheets and strategies to help meet and understand the complex, and at times overwhelming, emotional needs/behaviours of children.

For so many of children, reward/punishment/consequences/privilege systems for managing behaviour challenges simply DON’T WORK. So often, kids with trauma, chronic stress, and neurological differences who behave in non-compliant ways are presumed to be manipulative, defiant, and in need of more discipline. What’s missing in these children’s lives is NOT “accountability” or “consequences”— most of these kids have been punished more harshly and consistently than most of us can imagine.  What they need most is human connection! Warm, attuned, positive relationships with adults who accept them the way they are. Dr Delahooke has compelling neuroscientific evidence to back this up. Behaviourally challenged kids generally have an overactive stress response system which keeps their brains from developing in line with their peers. They aren’t unmotivated or unwilling to behave better; they simply can’t.

What will help?
According to Dr Delahooke, providing an environment that supports the child in coping with stress and attaining a state of calm security. No one can learn or acquire new skills when they are in a constant state of fear, anxiety, tiredness and/or stress.

Dr. Delahooke has done an amazing job of explaining complex material in a very readable way. This book raises vital issues for the way we treat children in our nurseries, pre schools, child care settings, after school clubs and programs, and in many homes throughout our communities. When we focus only on observable behaviours and labels, we miss the most important thing - that all children have rich inner lives that need to be valued and understood.

This book needs to be in the hands of every parent, teacher, therapist, pediatrician, and other professionals who attribute negative behaviour to matters of poor character and manipulation rather than as a way to communicate needs. The worksheets are clear and applicable for both therapeutic and caregiver interactions. This book has the potential to transform many readers' perspectives which would be the best possible news for all children.
 
Kevin Denvir
Freelance parent mentor and behaviour coach at Kevin Denvir Consultancy and Training.
www.calmerfamily.com

​By Your Side Foster Carer and Adopter Guide: support for children moving families
by Vivien Norris (The Family Place 2019),
reviewed by Sheila Lavery
 
Transitions are understandably difficult for care-experienced children, not least because of the huge losses they involve or rekindle. Chief among these are the transitions from birth family to temporary foster care and from foster care to permanency.  

We expect a lot from children when we leave them to manage these moves without respecting their relational history and their ability to make sense of the conflicting and potentially overwhelming feelings such transitions involve.
 
So I was thrilled to read and review By Your Side, by Vivien Norris, Clinical Director of the Family Place. This genuinely trauma-informed guide for supporting both children and adults involved in the move to permanency joins the ranks of Norris’s other publications including Parenting with Theraplay (with Helen Rodwell) and Not Again Little Owl. This review is in respect of the foster carer and adopter guide, which forms part of a wider resource package including a practitioner guide and training programmes.
 
By Your Side acknowledges that starting well is crucial in adoption. It aims to do this by establishing a model of collaboration and containment. It employs DDP and Theraplay to provide consistency, playful connection, a coherent narrative, routines and rituals and a level of caring engagement so a child remains seen, heard and valued at a time when practicalities and planning often take precedence over emotional connection. The book aims to help the adults develop greater insight and empathy when moving a child. That means the adults must cooperate, manage their own feelings and model mind-mindedness and containment for the child.
 
It’s interesting that even though we know how attachments are built through rupture and repair we fail to use the huge rupture of transition as a critical attachment building opportunity and indeed, a key responsibility. Likewise, we may fail to recognise that the liminal space of transition between what was and what is yet to come is not a void but an opportunity for growth. Norris’s guide is hugely valuable in addressing this area.
 
 The manual begins by listing the seven core principles of the approach (see above) and defines the terms attachment and trauma, which helps to clarify the content that follows. The principles give a framework, goals and everyday examples of the By Your Side approach while providing the flexibility needed for every child and family’s unique experience.
 
By Your Side recognizes that the practical tasks of permanent placements and the excitement of a “forever” family means that adults often minimize or ignore the very real feelings of anxiety, grief, frustration, sadness, confusion etc., that a child may struggle to manage. In doing so we begin or continue a culture of, “if we don’t look at the tough stuff, it will go away” or we wait until a child is settled before addressing challenges. Norris addresses the reality of dealing with what comes up, as it comes up, in the here and now because that’s what being present for a child really means. She also asks us to consider our use of language and a child’s understanding of terms like “forever family”. It’s important to be curious about how those words fit with the child’s experience of family and the concept of forever, given the child’s current feeling state and developmental stage. For example, might we not distinguish between “first family”, “helping family” and “keeping family” rather than the usual fostering, adoption and care-order terminology.
 
What I liked most about this guide is that it puts attachment into action in this minute and every minute that we engage with a child, not somewhere down the line. It makes attachment the responsibility of each one of us involved in the child’s journey, not just the job of the “forever family”. Despite the abundance of attachment and trauma language on everyone’s lips, attachment is still not alive in the detail of care planning. There is still an expectation that a child will transfer attachment from one set of parents to another because it’s in their best interests. The system struggles to hold simultaneously the view of what is needed in the here and now with a long view of permanency. In reality minimising the pain of the transition undermines the chances of “permanency” or ‘forever” from the outset. When placements are not managed well subsequent transitions often become problematic and the adolescent transitions can become so difficult as to challenge the stability of everyone’s place in a “forever family”.
 
The sensitivity of the transfer of care from foster carer to permanent parent in the By Your Side approach means the adults can hold the child and the practitioners can hold the adult carers throughout the transitional process. For anyone familiar with DDP and Theraplay the detail of this approach will seem very familiar. I guess what is new is the packaging of those principles into a practical resource with a refreshing view of the space between temporary care and permanency as a bridge rather than a void.
 
As an adopter I questioned how some of the approach would work in practice. I was reassured that the midway review in the process could pick up on the fragility of some situations and the professionals could bolster any support needed for the child. Practitioners using the approach would need to be very skilled, hence the accompanying training, and the support system would need to be very robust. I’m also curious about what other supports might be available to help the adults in this vulnerable period. Still, it’s a great resource. Thinking as I often do these days about adoption disruption, the content of this guide is not only relevant to getting off to a good start in permanent placements, but together with the practitioner guide and training it would be a hugely valuable resource for repairing the hurt in families when the “forever” bubble is fit to burst and it provides a model of collaboration and support that gives adoption placements their best chance of success throughout the lifespan.

​“Gilly the Giraffe Self Esteem Activity Book" by Dr Karen Treisman.

Another attractive cover which invites you and children into the book.  Very accessible and comprehensive. The graphics instantly suggest this is a child-friendly resource.  As with Neon the Ninja, plenty of activity sheets which can be photocopied.
​
Exploring this resource I held in mind the children I primarily come across in my role as a Social Worker in a Family Placement Team.  Self-esteem is something which many of these children lack significantly as a result of their early experiences, poor attachment relationships and trauma.

There is a broad spectrum of strengths-based activities within the book – some more cognitive and also many creative and sensory focussed resources with which children affected by poor attachment and developmental trauma could more easily engage.

The story of Gilly the Giraffe explores the message that we are all unique, its ok to be different and it’s important to notice and celebrate the positive things about ourselves and to believe the positive feedback from others.

Many children and adults find it difficult to see the positives in themselves.   Children affected by developmental and relational trauma even more so.
The story is easy to follow and engage with.  It’s important to read the story to your child before embarking on any of the activities so that your child has an understanding of the message.

The structure of Gilly the Giraffe resource is the practically the same as that of Neon the Ninja in that it begins with the story, then provides some activities which are fun, some further,  more in depth activities, and the Adults Guide which has some additional activities.

It’s important to read through the book and familiarise yourself with the activities.  However, you shouldn’t commence using the activities until you have read through and understood the information, advice and guidance within the Adult Guide.

Once the story is familiar to your child the parent, carer or professional should explore their own relationship to praise and positive feedback.  Dr Triesman, in the Adult Guide section emphasises how important it is for the adult to have awareness of this prior to instigating any activities with their child.  This provides an understanding of expectations or bias.

The activities within the Gilly the Giraffe resource range from more cognitive exercises e.g. sentence completion and thinking about situations to more creative activities involving making things, drawing, collages and more sensory based strategies which asks the child to associate positives with smell, taste, touch, sound, sight.  I liked the activities which look at a childs’ various “parts” like the “Russian dolls” exercise and the positive puzzle person.  It brought to mind “parts language” developed by Holly van Gulden (Adoption Counsellor, Author and trainer/consultant), which begins with noticing positive parts and accepts that we also have some less positive parts AND that we are still the same person.
The activities provide strategies for noticing, appreciating and celebrating positives and storing up positive feelings and thoughts which the child is encouraged to remember when things are tricky e.g. another child saying mean things.

Some activities focus on encouraging success and optimism for the future and ask the child to explore their hopes and dreams.

As with Neon the Ninja, the activities and exercises are not prescriptive or exhaustive.  Tools and strategies are provided which can be adapted and added to depending on the needs of the individual child.

Time can be taken over how the resource is used.  The story can “stand alone” or can be used in conjunction with whatever activities are appropriate.
Dr Treisman makes it clear that the parent, carer, professional should know and be attuned to the child and have a trusting relationship with them prior to embarking on the activities so that the child feel safe to explore the issues through the tools in the book.   The child requires to be regulated and calm so they are in a “thinking and learning space”.  The Guide explains that issues of self-esteem and obstacles to accepting praise and positive feedback need to be assessed and understood for each child.

There is a helpful and comprehensive section in the Adult Guide which determines that the adult should explore their own position, experiences and biases.  There is clear explanation as to how this impacts on the adult’s capacity to support the child and enable them to model thinking and feelings.   There are helpful questions to ask yourself in order to explore this.
I liked how the Guide provides exploration of the reasons why children struggle with poor self-esteem and how negative self-esteem develops including poor early experiences, domestic violence, neglect, abuse and trauma.  It also suggests how we parent or are parented impact on our capacity to believe in ourselves including blaming, shaming, rejection, being ignored, positive affirmation and how these are internalised, creating a negative cycle.

There are lots of helpful strengths-based suggestions, tools and strategies for children, particularly those who find it difficult to hear praise and identify positives about themselves and believe the positive feedback they receive from others.

The guide explores barriers to positive self-esteem including cultural, familial and generational differences in how we view praise and positive feedback.
All in all, this resource is extremely comprehensive and accessible.  Some adults may find exploring their own history and position with regard to praise and positives quite challenging and may require some support to do this in a safe way.

There are clear challenges working with children affected by developmental and relational trauma, however Dr Treisman acknowledges this and provides additional strategies whilst emphasising the need to “know the child” and take it at the child’s pace.

The scope of this resource means you can dip into it and adapt the wide range activities which fit with the child you have in mind.

Many of the activities are fun and creative and provide opportunities for conversations, expanding these conversations and enhancing connection with the child.  

This resource would be helpful to use in schools, as with Gilly the Giraffe, with groups of children as well as individuals.  Of course it would be important to have knowledge of how each child managed praise and positive feedback.   It would be an effective resource to promote inclusion and diversity and provide opportunities for individual children to feel noticed, heard and valued.
I tried a couple of the activities out with my 11 year old daughter.   She found some of the sentence completion activities more/less fun and enjoyed some of the more visual, creative exercises. 

I would want to use this as a resource with families in a systemic way which would allow exploration of how the adults manage praise and support modelling to the children in the family.

A valuable and comprehensive resource which clearly explores the issues.  Some parents or carers may benefit from support to explore their own position prior to initiating activities with their child.

Shona Thain, Family Placement Social Worker
(and my 11 year old daughter, Jenna)

Neon the Ninja Activity book for Children who struggle with sleep and nightmares by Dr Karen Treisman”

When I was asked to take a look at this resource, I felt it would be really helpful to seek the views of a friend, Liz Innes (retired Home Link Worker) who is a Sleep Scotland counsellor, parent and grand-parent.  I also engaged the services of my 11 year old daughter, Jenna to “test drive” it.
​
So, instantly, the cover of the book suggests that children will engage with this colourful character Neon the Ninja.  The visuals throughout the book are excellent.   On a practical note, the activity sheets can be photocopied.  It would be great if they could be downloaded and printed off as required – or the book came with a spiral spine to make it easier to photocopy.   This is a very accessible and comprehensive book.
​
I have used a variety of resources in my role as a front line Social Worker including workbooks and activity sheets – some of which can be basic, a bit too cognitive, or open to interpretation.  Most children with developmental trauma, gaps in early development and poor capacity, find it difficult to engage in more cognitive activities.   It is primarily through this lens that I explored Neon the Ninja.

There are indeed some such cognitive activities within the book, however, there are also many sensory focussed resources with which children affected by poor attachment and developmental trauma could more easily engage.
What I particularly like about the book is it’s optimism and hopefulness – predicting success – that things will get better and the nightmares will go away.   I also liked the activities which “rescript” the nightmares – changing the narrative which accepts that a child has nightmares for a reason AND that the child can have some control over how their fears are played out.

I agree that, as Dr Treisman explains, the reasons behind or causes of nightmares will differ from child to child, and this needs to be explored carefully prior to embarking on using the tools and resources within the book.  However, there is a comprehensive and varied range of activities and options which can be tailored to suit individual children depending on age, developmental age, experiences, circumstances, trauma and capacity.
Giving a sense of agency to the child about how they can be instrumental in banishing their nightmares empowers the child, particularly when supported by a trusted, attuned adult.   I was curious about whether some (developmentally) younger children might be expecting Neon the Ninja to be “real” and to actually materialise before their eyes to help – that bit about not being able to separate fantasy and reality – so this may need a conversation at the start.   Parents and carers need to walk it their child’s shoes and be able to communicate at their child’s developmental level.  The idea of course is that the child themselves becomes their own nightmare ninja.

Parents and carers need to be supported to validate their child’s fears from wherever they originate.   Validation/acceptance is key in the first place, lots of empathy and curiosity and of course where appropriate – the playfulness (PACE – Dan Hughes). 

The activity book should be parent/carer/professional lead rather than the child themselves, working through the book.  The activities are useful in supporting parents and carers to connect to and to build closer, trusting and secure relationships providing the child with the feeling that those caring for them can keep them safe.   Where a child does not have this kind of relationship with their parent or carer, some work would require to be done initially or alongside to facilitate this eg Theraplay.

What the book does well is offer the tools to open up opportunities for conversations with children and supporting them to share their worries.  This in itself is an important process.

Many of the activities provide opportunities for conversations and expanding discussion.   Some in a more creative way by encouraging the child to draw, colour or make something which would help chase away the nightmares.   Again, this gives the child capacity to influence the outcome/change/story.   The activity in itself when done alongside a primary attachment figure/trusted adult creates connection, safety and security.

The book begins with the story of who Neon the Nightmare Ninja is and what he does.  The story provides a sense of empowerment to the child and reassurance that someone is there to help and that the nightmares can be conquered with the help of a trusted adult.  Neon is not along and teams up with his friends.   He has a treasure chest full of lots of creative tools, tricks and suggestions for how to conquer your nightmares in different ways.

Once children become familiar with the story it can be followed up with some fun activities to do with the child which gently and creatively introduces them to Neon and opens conversations about their worries and fears and provides that sense of empowerment.  There are some more relaxing and calming activities to help with the feelings and sensations evoked by the worries and fears which involve some more sensory and mindful resources and strategies.  So it’s a bit of a pick and mix – one size doesn’t fit all – so it’s important that you know your child.

The Guide for Adults in the last section of the book, is very thorough, clearly set out, encouraging and helpful.  It should be read thoroughly prior to embarking on any of the activities.  As I worked my way through the Activity section of the book I paid attention to the range of tools and activities, holding in mind children with developmental trauma and gaps in early attachment development – wondering which activities would be most helpful for them (the more sensory activities) and which they would find difficult to engage with (ie the more cognitive activities).   Dr Karen Treisman sets out very clearly throughout the book, what to hold in mind when using this resource – about which I was really appreciative.

I was extremely impressed with the Adult Guide section.   Dr Treisman goes to great lengths to confirm that “one size doesn’t fit all” and that each child is unique and comes with their own experiences.  She emphasises the need to know your child and know their nightmare(s) before you are able to assess which resources are most appropriate.   She helpfully suggests that any of the tools can be adapted or tailored as required and gives examples of what this could look like.  There is solid exploration and advice around the many issues which cause children to have nightmares and how the impact of nightmares themselves, and the fear of having the nightmares, materialises and affects the individual child.

Dr Treisman reminds those adults using the resource to ensure that the child is supported to experience safety and provides various strategies for creating this in terms of both physical and emotional safety and space.

I was pleased to see a separate section devoted specifically to children affected by relational and developmental trauma.   She explains the impact of i.e. abuse, neglect, bereavement, trauma, domestic violence, bullying.   She explores how memories and flashbacks can be triggered by a range of experiences particularly of a sensory nature ie smells, sounds, temperature, colours, time of day and so on, and discusses how children affected by early trauma may respond when in a state of fear ie flight, fight, freeze and become extremely dysregulated.

She re-iterates how, before addressing the child’s nightmares, the adults involved require to carry out a “whole-child, trauma-informed assessment”.   If found this very encouraging.

This resource provides a range of child-focussed, fun and friendly ways to explore their nightmares and find ways to share their anxieties, whilst providing the tools to empower them to believe they can do something, in the safety of their relationship with a trusted adult, to banish their nightmares. 
Helpful suggestions and ideas are provided as to how to encourage a child to engage, items and materials and methods which can be used in the activities including many which are sensory-based eg massage, music, scents and oils, snuggle toys and blankets, transitional objects.  Methods for rescripting, creating new narratives, changing the outcomes using visualisation, guided meditation etc are also explained giving clear circumstances in which these would be helpful.

Each section of the Adult Guide tells you which activities within the book are relevant.  Lastly, the Guide suggests how to measure success and keep a record so you know what works and how to proceed.  The Guide contains prompts and instructions for the adult to reflect, read over, and review what they have learned.

I really enjoyed exploring this resource.  It provides for individual children with a range of experiences and clearly explains when, why and how to use the activities/tools.  Although the book is aimed at children aged 5-10, it could be tailored for older children and teens,  particularly those functioning at a younger developmental age. 

Parents, carers and professionals would find this book a useful resource in helping with sleep related issues and nightmares.  It may be that some parents may require support to have the confidence to understand and use the resource.
​
The book, whilst focussed on supporting children to overcome their fears and deal with nightmares, I believe has a broader application in supporting children, whether affected or not by early experiences of trauma,  to manage fears and anxiety in general.

Both myself and my friend Liz (Sleep Scotland counsellor), were impressed with the depth of the resource and the scope of activities provided.  My daughter, Jenna, who always likes to help try out resources, really thought the book was fun and helpful.   So thanks to Liz and Jenna for their valuable contributions.
Get the book – its great!

Shona Thain, Family Placement Social Worker
In consultation with Liz Innes, Sleep Scotland Counsellor, and my 11 year old daughter, Jenna

​It’s not fair! by Jane Foulkes and Wendy Picken
 
Some children’s bereavement books are stories written to be read or listened to by the young people themselves.  Some are for adults who want to help through understanding how a death might be experienced by their children or those entrusted to them.   “It’s not fair!” could easily be read by either but all the way through reading it,  the sense is of an adult and a child sitting together turning the pages.  It’s easy to imagine adult and child, sitting together, leafing through the pictures of faces in the first part of the book.  The words and the simple images of different feelings offer potential for conversation and reflection as well as learning.  However, I wonder if most children will skip past the faces looking for the stories, but this is a book for more than one reading so I don’t suppose it really matters. 
​
There are two stories.  In the second part of the book, Frankie lives with her mum and her grandma and her dog Jason who we are told has “three good legs and one not as good as the other three and sometimes stuck out to the side when he was running”  When her mum dies, Frankie doesn’t want to play with her friends anymore and only Jason, the dog, remains as her companion and, when others don’t, she senses that he understands, “when Frankie didn’t want to talk Jason put his head on Frankie’s lap”. There is a lightness in the storytelling and a simplicity in the words but allow the reader to hear the voice and the thoughts of the bereaved child.  

In the third part of the book, Albie’s story tells of boy who is often cross and angry as he struggles to understand himself in this new world of bereavement following his dad’s death. Wrapped around both stories are the voices of the two adults in the stories, Frankie’s grandma and Albie’s teacher.  For the reader they model the words that will explain, without creating confusion, and comfort, without denying the reality of death or the hurt of separation. 

The two authors, Jane Foulkes and Wendy Picken are to be commended for the way in which they have managed to capture the voices and the thoughts of the children they have worked with and embed them in the narrative. The result is a very readable book full of insight and wisdom wrought from experience.

Rev. Liz Henderson
Richmond's Hope

The Simple Guide to Understanding Shame in Children: What it is and How to Help by Betsy de Thierry 

Betsy de Thierry has such an accessible way of explaining complex issues. ‘The Simple Guide to Understanding Shame in Children’ is a ‘must read’ for adults of all ages, parents, carers and professionals working with children and their families: in other words for everyone!
​
From explaining the difference between shame and guilt, ‘....guilt says you made a mistake, shame says you are the mistake’ (p17), de Thierry moves on to demonstrate how shame lurks everywhere  - in our families, in our schools, in our society, in religion, in social media. Often used by adults - consciously and unconsciously -  to motivate children shame does  the exact opposite impacting negatively on brain, body and self sometimes cripplingly so.

The book weaves theory, research and the impact of shame seamlessly,  with both vignettes and also self-reflection points built into every chapter. 
Shame-based symptoms and behaviours are well explained.
Being shamed or feeling shame are unavoidable consequences of being human;  the unhealthy and toxic impact of shame is avoidable.

Betsy de Thierry provides practical information for everyone on how to promote healing from shame – the message is:  ‘’...the way to help the child is through understanding, empathy, kindness and emotional connection,  fun  and laughter’ (p81).  

An essential, informative and hopeful read, highly recommended. 

Edwina Grant
Chair, Scottish Attachment in Action
Edwina is an independent chartered Educational Psychologist and certified DDP (Dyadic Developmental Psychotherapy) practitioner and trainer.

The A to Z of Therapeutic Parenting
Sarah Naish (2018)
Published by Jessica Kingsley
 
I work therapeutically as a Clinical Psychologist with adoptive and foster families.  I’m always on the look-out for resources that are accessible, quick to read, affordable and that make good practical sense. 

The A to Z arrived and I immediately loved the cover. 
It was also bigger than I expected. 

​I began by giving this book a first road test.  Would I be able to read it during the little time I have as a busy working parent?  I have so many books which don’t pass this test!  So, I checked whether it could be read in short snatches of time - during visits to the bathroom or while waiting outside school for pick-up time.  I covered a lot of ground quickly! 

The book is split into two main sections.  The first part contains just enough theory to explain important concepts such as ‘inner working model’ and ‘developmental trauma’.  It provides a simple, logical overview of therapeutic parenting, what it is and what it looks like.  It does all this, while also being realistic, kind and empathic about just how hard parenting a traumatised child can be. Even the font and writing style is friendly.

The second and main body of the book looks at common concerns, dilemmas and difficulties.  The topics are (of course!) listed from A to Z.  For each topic, the reasons for why it may be happening is explored, followed by strategies that can be used to prevent it, during it or after it has happened.  There is no ‘one size fits all’.  This book helps parents to be curious about their child and encourages exploration about what their child’s behaviour might mean and what the underlying need may be.  The strategies described fit well with Theraplay and Dyadic Developmental Psychotherapy, two of my favourite interventions (because they are effective).   

This is a book that can be read at a calm and leisurely pace or, when needed quickly referred to in the midst of a crisis.  This book feels like adoption and fostering gold-dust.  I wish it had been around when I first began working with adopted and fostered children many years ago.  I’m recommending it to most of the parents that I’m supporting, along with social workers and schools. 
But, the real test of a book for therapeutic parents is to ask parents what they think of it.  They are the experts by experience.  Here’s what they had to say:

As an adoptive parent, I wish I’d this book from the beginning, when we first adopted our older sibling pair. It offers an invaluable, user-friendly guide to help parents / carers find ways to deal with their children’s behaviour but, most importantly, to understand where it is coming from. I would recommend this book to all adopters, foster carers and anyone else involved in the care of traumatised children. As well as being a very clear source of helpful, and much-needed, advice to parents and carers, the book is also very useful for dipping into and finding information to help others to understand, e.g. family and friends, as well as school staff and other professionals.

My criticisms, completely outweighed by the positives, are that there are certain, possibly minor, topics which I couldn’t easily find. Part of the difficulty is that we don’t all use the same words in exactly the same way. Also, some important themes simply run through the book, but are not included as separate entries in the A-Z. I think navigating quickly through the book would be easier if there were a contents list for the A-Z part in the printed version, as there is in the eBook. I also think an index would be helpful.

From an adoptive dad:  
I now understand why people are being so positive about this book. It is written in an easy to take in style and doesn't make you feel like you've done it all wrong again but offers simple advice about why some of the behaviours we witness exist. I can see us using this to dip into to support what we already know (and regularly forget) between traumatic events as well as using it afterwards, whilst crashed out in bed with the customary bar of chocolate and/or cup of tea, to explain why the latest meltdown happened. It would have been really useful to have had about 5 years ago!

And another adoptive dad:
As an adoptive parent I'm finding 'The A-Z Therapeutic Parenting' incredibly helpful and encouraging.  It's written in a friendly and accessible style, gives insight to the minds of children who have suffered trauma, offers tried and tested strategies for dealing with difficult behaviour, and is structured in a way which facilitates accessing the wisdom within quickly as required.  This book should be made available at an early stage to every adoptive parent!
 
Review by:
Dr Helen Rodwell
Consultant Clinical Psychologist, Co-author of Parenting with Theraplay
and Jane, Dave and Andy
Adoptive parents (experts in adoption by experience). 

“A Therapeutic Treasure Deck of Sentence Completion and Feelings Cards" 
(Therapeutic Treasures Collection) 
by Dr Karen Treisman
 
When I first received the Therapeutic Treasure Deck and had a quick flick through the cards, I have to confess I felt a wee bit cautious. 
​On reflection,  I think perhaps this was because I was busy with other stuff at work and that I have seen many different versions of “feelings cards” over the 23 years I’ve been a Social Worker.  So decided I would proceed with my cautious part! 

I would also just say that I haven’t (so far) read Dr Treisman’s “Therapeutic Treasure Box” book.  However, I was reassured that it wasn’t necessary to do so in order to use the Deck.

So actually, all it took was to read through the instruction booklet accompanying the Deck.  I began to feel rather curious about the possibilities of the cards, replacing my previous caution.

I like the cards themselves – the feel of them and the illustrations - I found myself wondering about children who would experience the Deck as a means of helping them connect with and communicate their feelings and story.  I quickly found myself connecting the application of the cards to DDP/PACE and Theraplay.

As a Social Worker in a small Family Placement Team, my role involves supporting families to build connections and attachment relationships with the children they care for and parent.  And it is important we acknowledge that parenting and caring for children with developmental trauma and attachment difficulties is not easy, particularly when children are resistant to our attempts. 

I chose to use the Deck with a 10 year old child to see how I could use them to connect.  I was curious - would they like them?   What sense would they make of them?  Would using the cards help them feel safe enough to communicate their feelings, hopes, wishes and fears?  Would it help me as a worker understand what they were communicating?  Lots of questions.

This child was immediately curious about the cards.   She was able to engage with them and recognise many of the feelings images. The cards provided opportunities for conversations about the less usual ones.  Exploring the cards, the child was able to verbalise what was going on in the image eg how is the swan keeping the cygnets safe?  Why do they need to be safe?   What might make them “not safe”?  She was able to reflect using her own words about when she feels safe and not safe, and what makes her feel safe when she is frightened.

She appeared relaxed about being able to choose and talk about what was on the cards.  This then lead us into talking about eg what the animal was feeling which flowed into how and when the child might experience this emotion.  It was helpful to use the sentence completion cards alongside the feelings cards which helped to fill in gaps in the stories.  Whilst using the cards I was mindful of the PACE attitude – using Acceptance, Curiosity, Empathy and, where appropriate, playfulness.

One of my colleagues used the cards with a 14yr old who finds it difficult to explore and talk about her feelings.  The worker found the cards helpful both for the young person, who was able to choose the cards she connected best with, and also for the worker in helping to notice also which cards the young person was avoiding.  The young person was able to check out with the worker what they (the worker) would feel/think/do or say.  The young person was also able to reflect on what her parent might feel.   There was exploration with the young person as to what they were experiencing/feeling eg a year ago, and what is different now – opening up further conversations and about what might happen in the future.   This young person finds it difficult to sustain conversations, so, with the cards, she felt she had some control over how long to spend on each and how much reflection was manageable for her.

The worker in this case felt that using the cards took the pressure off the young person in having to sustain an intense, one-to-one, conversation with another.   This particular young person asked if the worker could bring the cards back again.  The worker’s experience was that the cards opened the possibility of further explorations next time they meet.

The Therapeutic Treasure Deck lends itself to working with individuals, groups and families and it connects well with other approaches.  As I experienced, they can be used effectively alongside the attitude of PACE (Playfulness; Acceptance; Curiosity; Empathy).

The child or young person can have some control over which cards they wish to look at and talk about, without the pressure of having to answer direct questions.  They can control the pace, the choice of card, how much they wish to talk about, and how to connect with their own experiences, which is especially helpful for children with a limited emotional vocabulary.  I like the idea also of encouraging the child or young person to expand on what appears on the cards by drawing, painting, colouring and using other media like playdoh. 

Using the cards opens up all sorts of creative possibilities of how to use them to connect and communicate effectively with the child.  They can be tailored to the individual child or young person’s needs.  They help us to go at the child’s pace. 
​
Using the cards keeps conversations open and engaged, letting the child or young person know you are interested in them.  You are noticing what they find tricky and you are alongside them, acknowledging with them that some of this stuff is hard.  Using the cards provides the worker with a raft of information about the child without using checklists or questions – including why they might be avoiding particular cards.  It helps us as workers notice what might be under the surface - what’s behind a child’s fears and anxieties and presenting behaviours, and what might help the child to manage the things they find hard to manage. 

The Therapeutic Treasure Deck creates opportunities to help children connect and make sense of their own story and to begin be open to the possibility that the adults who care for them can help them and accept and love them.   I will be sharing the Deck with my colleagues in the Family Placement Team here as well as generally within Children’s Services.

In conclusion - I have moved from having a rather large cautious part to having developed a rather inspired part!   I am in fact a total convert!  I really like the Therapeutic Treasure Deck and will most definitely be using it with the children and families I support.  So my advice would be – pick them up and give it a go!

Shona Thain
Social Worker (Family Placement Team)
and Adoptive Parent

Parenting Strategies to Help Adopted and Fostered Children with Their Behaviour by Christine Gordon

​The wonderful wisdom in this book is a most welcome addition for any parent, professional or educator supporting children with difficult to understand behaviour. Although the focus of the book is on children affected by early trauma, (especially children who are fostered or adopted) the strategies and
underpinning knowledge is universally valuable. I found the book to be full of insights which have deepened my understanding of parenting and working with children who have had a difficult start in life.

The book offers a unique contribution to the literature on parenting children with early life trauma due to the inclusion of the invaluable behaviour charts which make up the second half of the book. The charts explain the underlying causes of many common behaviours children affected by trauma display, with useful insights and strategies for interpreting and supporting behaviour when it arises.

It is very understanding of the struggles many adults have in caring for traumatised children and helps you feel understood and validated.
It is not easy caring for children with trauma histories and when a book like this come along it provides light at the end of an often very long tunnel. 

This book helps carers make the shift from seeing behaviour as:
Challenging to distressed
What is wrong with you? to What has happened to you?
What are you doing? to What is your behaviour trying to tell me?
and from focusing only on behaviour to wondering about the meaning and the deeper communication.

The uniqueness and value in this book lies not only in the author's obvious knowledge and expertise, but the clear and applicable charts which really do help decipher and translate behaviour into communication. I have my copy beside my bed and refer to it often. This not only helps me, but ensures my adopted children get a more understanding and supportive parent.

 Kevin Denvir
​(Adoptive parent, foster carer and ASN teacher)

Building the Bonds of Attachment: Awakening Love in Deeply Traumatised Children
(3rd Edition), Daniel A. Hughes PhD

This highly engaging and insightful book uses the story of Katie, a child at risk and then in foster care to explore the theory and application of Developmental Dyadic Psychotherapy (DDP), both in therapy in in therapeutic care.  Although the characters Hughes introduces us to (especially Katie) are an amalgam of real carers, children and Social Worker that Hughes and other practitioners have known over the years, they are believable.  The Inner World of “Katie” is well described, as is the seemingly endless patience of Jackie, Katie’s fourth foster mum.
​
Through the narrative (novelistic) style, Hughes adopts, we get a revealing outline of blocked trust, blocked care, PACE in action and the process of PACEFUL parenting & therapeutic intervention.  Use of the Social Worker’s own developing relationship & parenting of his first child provides an opportunity for the reader to compare normal developmental pathways of relational styles, with the disordered reactions and thinking of Katie.

Each chapter is full of detailed descriptions of significant incidents followed by a reflective “commentary” section.  This allows the reader to refresh and summarise what has occurred, whilst checking their understanding of the trickier concepts and reviewing their own learning and development of ideas.

The introduction can be read alone as a helpful outline of attachment, why it is important and the role of therapy.  It also provides a helpful overview of the main aspects of attachment, and the important concepts that develop through early care, especially the role of attachment, empathy and intersubjectivity.  It provides a useful definition of trauma and the distinction between PTSD and developmental trauma.

At times the reader feels exhausted alongside the foster carers, especially Jackie, who are struggling to get it right for Katie and this is one of the books strengths – the ability to illustrate how difficult it can be to care for, and keep caring for highly traumatised children.  Although the outcome for Katie might be seen, by some, as too easy, for others it will be seen as an inevitable outcome of the hard work of therapeutic parenting where the aim is to build the bonds of attachment.  The reader never loses sight of wanting things to be better for Katie no matter how challenging she seems, because Hughes has drawn her character and the motivations for her behaviours so well.

Hughes skilfully outlines, through the examples he describes, the need for constant self-reflection on the part of therapeutic carers, including support to explore their own attachment history and the necessity of having access to the support of a therapist who is focused on the development of the relationship between carer and child.  By accompanying Jackie and Katie through their therapy sessions, the focus of the problem is shifted from a “within child” model (and the reader is given an example of this type of therapy in Katie’s first therapist) to a “within relationship” model.  By making the mind shift to seeing the problem located within relationship and knowing how they work, the message of this insightful, highly readable book is one of hope.  Things can change.  Children can be helped and healed.

Lesley Craig
Educational Psychologist
Clackmannanshire Educational Psychology Service.

Parenting with Theraplay®
- Understanding Attachment and How to Nurture a Closer Relationship with Your Child by Vivien Norris and Helen Rodwell.

Forewords by Phyllis Booth and Dafna Lender, illustrated by Miranda Smith

​




I love this book for so many different reasons!  It unpicks Theraplay - a complex, but really useful tool that has been tried and tested in the professional arena.  We see Theraplay introduced for all families wanting to better their relationships, whatever their challenges. It makes it accessible to the key people in children’s lives – their parents, carers, grandparents etc.  It speaks directly to these adults that children need as the “bigger, stronger, wiser and kind” people they can feel safe and connected with.  The book provides just the right amounts of the Theraplay principles of structure, engagement, nurture and challenge in the text and illustrations. This makes the model something we can make our own in our families. 

The first part of the book explains the history, theoretical development and research that underpin Theraplay. It explains why it is needed in some families and how it works. It begins to show why “returning to early and simple ways of playing together is like building up the foundations of your relationship.” Key concepts such as attachment, safe base and emotional regulation are explained, if you want this level of knowledge; likewise, the importance of touch and creating “moments of meeting”. Theraplay is based on what happens in healthy interaction between carers and their infants/babies and the elements that make up these interactions - Structure, Engagement, Nurture and Challenge - are fully explored. Helpfully, each section and each chapter has the same format and is introduced, chunked into bite sized bits and then summarised, so that you can pick out what is useful to you right now. Every section is full of suggestions of what you can do to shift the way you interact with your children. There are scenarios and check lists to help you think about your internal life and that of your children and many ideas about what to do to support your relationships. There are loads of examples of things you can do in daily living situations and well as games for more specific play time. What I found particularly helpful is that while illustrating each relational element and aspect that makes up Theraplay there is as much support for parents – possible ways to practice, to find the way forward, to have their own needs met etc – as advice on how they can support their children.

The second part of the book looks at the stressors of daily living that our children often need help with, whatever their age. It also looks at some of the behaviours that are the outwards signs of our children’s response to these and more complex causes of overwhelming stress. Just how the principles and practice of Theraplay can help address these difficulties are discussed in a warm, empathetic conversational tone. You feel as though the authors are really alongside you and your children.

I think that this book successfully conveys the “being” and the “doing” nature of Theraplay. It gives so many ideas to work on, practice and adapt so that we can get to know so much more about ourselves and our children. It empowers us to find our way to safer, repairable , fun and joyful relationships.

Roberta Manners 
Mother, Adoptive Mother, Grandparent, Certified Theraplay Practioner and Trainer.
 
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FOR THOSE ATTENDING THE THERAPLAY TRAINING IN EDINBURGH AND THE THERAPLAY CONFERENCE IN LEICESTER IN SEPTEMBER 2017 - THIS BOOK WILL BE AVAILABLE AT A DISCOUNTED PRICE!!!

DON'T MISS 'MEET THE AUTHORS' BOOK SIGNING AT THE THERAPLAY CONFERENCE

Parenting a child who has Experienced Trauma.
​By Dan Hughes with Matthew Blythe
Published by CoramBAAF
​
Dan Hughes defines simple and complex trauma; explains the effects of both and the aims of supportive treatment programmes. This part of the book is tightly packed with vital information to educate parents and advice on how to begin to understand and support their children; particularly those who have experienced complex trauma. Hughes suggests that parents and therapists need to “mentally search for the child under the problems and help that child emerge”. 

By being Playful, Accepting, Curious and Empathetic (PACE) parents can communicate that they love their children “for better or for worse”.  Being and relating in this way helps parents give their children the experience of greater safety, even though their children are wired to distrust them. PACE also enables parents to be “emotionally strong, present, confident and comforting” and able to protect their ability to care. Hughes deals with the differing relational needs that traumatised children are likely to have at different developmental stages of their lives. He also provides a very useful introduction to the educational and social issues traumatised children contend with. Hughes theoretical introduction is complimented by the final section of the book in which Matthew Blythe describes his life as the father of his adopted twin boys. Here we hear how early trauma impacts on the development of each of the boys and how Matthew struggles to understand and support them. Their roller coaster journey together will be familiar to adopters and adoptees as well as full of insight.      

My 21 year old son has also reviewed the book. He says: “As a young adult who has experienced complex trauma, I found the section about the effects of childhood trauma very useful.  It helps explain why I feel the way I do sometimes and why I behave in the way I do sometimes. This information has given me ideas about how to help myself”.

“The chapter on symptoms, prognosis and treatment describes how my early life felt to a point of scary accuracy! The treatment suggestions, based on Playfulness, Acceptance, Curiosity and Empathy (PACE) make sense and, if put into practice consistently, work well. However I would say I struggle with the empathetic response that Hughes suggests. I don’t want somebody walking in my shoes with me. I want them beside me, but pushing me on with reassurance. Some people may gain a sense of greater safety from empathy but I do not. That said, the section on helping your child develop internal safety is helpful. It explains that telling someone to ‘forget about it’ or ‘get over it’, is very likely to fail. This is because even as little as a smell or sound can make you feel unsafe/angry/irritated.”

“Some parts of the book seemed obvious to me, however not many people have been through interpersonal trauma. I think the people who will benefit most from this book are teachers, mental health professionals, the police and anyone else working with young people. They all need this knowledge and understanding to get beyond reacting to how young people behave.”

Roberta Manners and HH

The Little Book of Messy Play by Sarah Featherstone

The Little Book of Messy Play has long been a favourite publication for all practitioners involved in the area of early years education.

The book provides a range of suggestions for play using a number of creative methods to engage all the senses. Many of the activities described are useful not only for professionals involved with children but also for parents and carers who are needing inspiration to provide play which entertains and stimulates a range of age groups and abilities. 

The activities included not only promote communication and language skills but also promote gross and fine motor skills and the development of social and emotional skills. Although primarily aimed at 0-5 year olds, I believe the projects are easily adapted and transferable for older children; particularly those who have missed out on key developmental stages and would benefit from the opportunity to ‘catch up’ on early life experiences. The chance to regress and get messy, mucky and dirty can be irresistible and can reignite the inner child in us all.

Our own personal family favourite, which captivated two 2 year old girls, was “Catch a Creature”. We have already discussed our plans to recreate this at the beach and have talked about how we might adapt the concept (my word, not theirs) for Halloween by making scary green and orange jelly complete with edible worms!

My only minor criticism would be the use of a safe outside space is desirable. However, that aside, many of the activities suggested could provide the inspiration for a range of summer projects and could be put to good use at a Family Fun day or organised Summer event. Enjoy!

​Catriona Walker

Keeping the Little Blighters Busy: 50 refreshingly different things to do with your kids before they're 12 3/4 by Claire Potter 

This is a great book to dip into for ideas on how to encourage play, and spend fun time with the children - or set them off and leave them to it!

​Bright and accessible, it gives a range of imaginative activities that cost little or nothing to set up and enjoy, and which are fun and exciting - it is not just another things to do with sticky-backed plastic sort of read.

In fact, it is brilliant book for parents who need more ideas on what to do with their kids and how to encourage imaginative playtime. It is aimed at ages 3-13, though the adults will have as much fun as the kids when joining in on many of the activities. 

The book is divided into sections making it easy to home in on the solution you need, or you can flip through it and pick up something that catches your eye - I particularly liked the “if you like this you could look at page…”  footnotes.

I found the suggestions imaginative but simple to set up, and applicable to all sorts of situations – rainy days at home, creative stuff in the garden, walks in the park or round the neighbourhood, new takes on Halloween and Christmas, all at low or no cost and generally easy to set up.  

The author also give a little bit of background as to how she came up with the idea, which rounds the book out. All in all it was an inspiring and warm hearted read, I will definitely be trying out a few of these activities with my 2 boys.

Ruth F, Adoptive parent

Foetal Alcohol Spectrum Disorders: Parenting a child with an invisible disability by Julia Brown and Dr Mary Mather

I am an adoptive parent of two children who have Foetal Alcohol Spectrum Disorders [FASD] and I would have welcomed this book as a valuable resource when they were first diagnosed.

Chapter 5 is excellent at discussing what does not work with FASD children before discussing what does work in Chapter 6 .

The main learning for parents is to develop and be able to be consistent in a daily routine and provide a structured supervised environment.

The following chapters concentrate on the problems FASD children have sensory processing, eating, temper tantrums and sleep or the lack of sleep.

It gives strategies on how to deal with the behaviours and communication and looks to education, social interactions and the move to independence.

The book highlights that everyone caring for a FASD child must accept there is no cure. This is lifelong disability, and one which must be managed and not solved.

My only slight criticism is that the interaction with the birth families and the emotional trauma they suffered before they came into care was not commented on.  Often these children have lived with their parents for a period of years and they need the opportunity to be nurtured and fill in these missing gaps and heal in their emotional life.

My two are now in their late teens, and the problems and need for care is ongoing as their inability to manage time and money continues.  There is a lack of services once they get past 18 and unawareness of adult social services regarding the lifelong needs of FASD Adults.

However difficult parenting these children can be, the rewards and fulfilment of the task is immense and one I am very glad I undertook.

I recommend this book to any adopters, foster carers and parents of Children with FASD.

Susannah MacKay