Case Studies (Reading Prompts)
Cornwall Refuge Trust
AC + 2 were referred to Refuge via social services out of county, as they were searching immediate safe accommodation following an assault and ongoing domestic abuse. There was a history of physical, verbal, emotional, physiological, financial, and sexual abuse and coercive control.
AC has two children a 2-year-old daughter and a 4-year-old son. Both children have been exposed to a domestic abusive environment and witnessed their father being physically abusive towards their mother. Both children have been traumatised by the abuse they have experienced; the trauma goes back to Mum’s pregnancy where there was lots of stress and anxiety before the children were even born.
AC 4-year-old son has heightened behaviours and when arriving at refuge he would be very aggressive towards his Mum, staff, and other children. He would use words like ‘bad’ and often during his play it would be violent where he would say ‘die’, ‘’bad’, lock you away’, ‘lock you in prison’. AC was unable to form a relationship to her son as it was forbidden by his father as within the Islamic society, males are seen as superior to females.
AC 2-year-old daughter had an overactive fear system, she was anxious and on-edge, watchful, hypervigilant, and worried her Mum would leave her. She would become emotionally distressed if separated from her.
The family enjoy ‘story time’ where AC read books aloud to her children and uses the birth to nursery age 4 reading prompts to support her in reading to the children. AC uses the building/reading/talking prompts to encourage them to join in with matching sounds and words. This stimulates their imagination and expands their understanding of the world. The picture/word association is helping them develop language and listening skills and prepares the children to understand the written word.
We allow children to choose their own book as this child centred approach and decision- making empowers children by giving them choices.
When AC reads to her children you can see from their expression how much they love the connection between them and supporting them to build a secure attachment.
The family enjoy reading together and it provides more opportunities for discussion, developing empathy and attachment. It also positively impacts children’s wellbeing, the benefits of relaxation, time together, the importance of building a routine and a love of reading. Stories are the essential building block of empathy and human connection, and this has worked beautifully in providing AC with emotional attachment towards her children.
Pennine Domestic Abuse Partnership
We are delighted to announce our first case study from Pennine Domestic Abuse Partnership. We would like to thank Seema Imran and Philippa Briggs for their determination to incorporate the reading prompts into the families’ daily structure. As a result, the reading prompts are now part of the welcome package when families arrive at the refuges.
Mum has three young children aged 2, 4 and 8. Children and Young Person’s worker worked with mum and her two youngest children as mum was struggling with them.
Mum and children attended and completed the 6 weeks 0-4 Parent and Child Read and Learn Program and learnt a vast number of skills in how to engage with them using the program overview and use this as a guide for parenting.
Prior to the program mum was not taking the children out to any play sessions and they were missing out on sensory development play and activities or engaging with them however once she had completed the program, she was actively taking the children to the local library ‘lego play’ session and other creative sessions they held. She also took the eldest child to library to take books out as she enjoyed reading. Mum was very proud of herself as were the staff.
Since then, the children attend nursery and are thriving in the refuge. Mum has gained the confidence to engage with them and voice her concerns to professionals when needed and tries to take them out more.
Peterborough Women's Aid
I initially planned this session to support mum in communicating through play with her baby, as I was concerned that due to the trauma mum and Child A had experienced, that mum was unaware of how to do this. There have been occasions where I have gone in the bedroom to see mum, and Child A has been sat on the bed with a phone, however, as soon as a professional is around, Child A will seek out toys and take them to the professional to play with. Child A has been making huge progress in play sessions. When Child A first began coming into play sessions, she would often not interact with anyone else in the room, not respond to her name, and could not maintain her focus on a certain activity. Now, Child A will seek out familiar adults in the room by taking toys to them, copying what they have seen, for example, putting cups on her head. Child A has even begun to imitate animal sounds from a pop-up toy. We have since looked at a wider range of animals, when asked ‘What noise does a …. make?’ Child A then is able to make the noises of a cow, cat, dog, sheep and horse confidently.
Mum asked for some advice from me regarding what she could feed Child A as she does not eat very much. Also, mum wanted support for a routine as she feels Child A does not sleep much either. We had a brief conversation about Child A’s naps during the day as I had observed Child A sleeping for long periods and quite late in the day, I explained to mum if she is not waking up until 5pm, it would be unlikely she would be able to sleep through the night. I discussed with mum about having lunch at 12pm, and putting Child A down to nap at 1pm and waking her by 3pm. With this, I invited mum to join a session so I could demonstrate and support how to play with her baby and give her some ideas of activities.
I chose to do water play with mum as Child A had already displayed an interest into water. One of my aims was to show mum, you can create fun activities with items you already have, and also you can have messy activities which are easy to clean up.
I brought out a washing up bowl filled with warm water and a variety of paintbrushes, varying in size and colour (mum had expressed Child A likes painting). Child A immediately put her hands in the water, I demonstrated talking to Child A by saying ‘does the water feel nice on your hands? I think it feels warm’ Child A was moving her hands through the water. I began by using the water to paint on the pavement whilst Child A was watching me. I said ‘look Danni is making a star’ ‘It’s a big star’. Child A then began picking up the paintbrushes and making small lines on the floor. Mum stood behind her. I encouraged mum to get on the floor if she was able as it shows her baby she is fully engaged with her. I explained to mum about using really short simple sentences whilst talking to her, for example ‘look bubbles… pop pop pop’. I discussed with mum why I had used a variety of paintbrushes. I explained it can aid her baby to learn sizes and colours, such as ‘big’ and ‘small’, I also said whilst talking to Child A she could say ‘Can mummy have the green brush?’, Mum nodded.
Child A began pretending to wash her face and splash in the water. I demonstrated giving her lots of praise and saying ‘well done! You’re all clean!’. As Child A continued to wash herself, I explained to mum, as she does not seem interested in the painting, we can enhance what Child A is enjoying. I ran inside to get a dolly, and some animals while mum and Child A continued playing.
I explained to mum as she was enjoying washing, we can follow Child A’s lead on what she enjoys. I then began using the brushed and my hands to pretend to wash the baby. Child A observed me doing this and began to join in. Mum observed most of this whilst saying ‘wow ….’. I offered to leave mum for 10 minutes so she could play with Child A and enjoy the activity, she agreed.
After 10 minutes, I went back out and Child A was still fully engaged with the activity. Mum was sitting on a chair next to her. I sat back down on the floor next to Child A, and she sat on my knee and continued to play in the water. I explained to mum her baby had been engaged in this activity for nearly 45 minutes which is amazing for her age. I discussed with mum the importance of having 30 mins to1 hour every day of having uninterrupted play with Child A as she will learn most stuff from her mum.
Mum asked me about buying some bath toys as Child A enjoys bath time, I told her some shops she could get bath toys from, however, she does not always have to spend money buying toys. I said for the bath, she could take some cups up, some big spoons and bowls and Child A will be able to tip and pour water and encourage lots of communication.
I explained to mum as it was windy, we should probably start to tidy up as Child A would get cold. I asked if mum would like to do another activity like this, and she said she wants to go to baby groups. Child A became upset when mum took her from the activity, I reassured her she was going to get all warm and cosy, and she gave me a big smile.