[senco-forum] Help with Y3 boy, emotional diffs.

Poor child!
As an instant stopgap that might have fairly quick impact, can you let
him use a computer or an alphasmart to do his writing on?  If he has
poor writing there may be some co-ordination/dyspraxic problems and
letting him use a keyboard  will take away the physical effort and let
him concentrate on content rather than process. - he should be able to
produce a greater volume of work more quickly and the printout will make
him think his work looks more attractive and encourage him to go onwards
and upwards!  For children like him, working at a keyboard helps them
focus on what they are doing - especially if he can have wordbanks to
access - wordgrids or wordbanks help to focus his ideas on what he
should be writing about, which is also a useful attention aid.
I personally found it interesting that he has problems coping with the
death of a grandparent - our 4 year old grandson's other grandpa died a
month ago and we are finding it very challenging to cope with his loss -
he 'knows' Granda has 'gone to heaven' but cant really grasp what it is
about - his latest question was 'if we send him all his pills will he
get better and come back?'  There was a really interesting programme on
child bereavement 2 or so weeks ago - on Woman's Hour, I think and the
speaker said that children under 5 or 6 cannot grasp the concept of the
permanence of death - it is early days for us and all his extended
family is sympathetic(to an extent) with his newly acquired tantrums /
bedwetting / nightmares etc, but if your little lad did not get much
support over his bereavement, he could still have not worked it through
- especially if the grandparent had been a strong influence in his life?
Does your local hospice have bereavement counselling for children, as
that might be helpful?   
Cheers
Judith
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Judith Stansfield
SEN ICT Consultant
BDACC (Associate member)
Farm Cottage, 24 East Road, Melsonby,Richmond DL10 5NF
stass at onyxnet.co.uk 
01325 718139   07990572365
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

-----Original Message-----
From: senco-forum-bounces at lists.becta.org.uk
[mailto:senco-forum-bounces at lists.becta.org.uk] On Behalf Of
Anusianena at aol.com
Sent: 05 July 2006 20:01
To: senco-forum at lists.becta.org.uk
Subject: [senco-forum] Help with Y3 boy, emotional diffs.

We have a very needy little boy in Y3, and I would much appreciate
advice 
from the forum.  

It is going to be difficult to do a "potted history" as there is lots of

background, but I will do my best :
He has real difficulties with attention and listening in class -
constantly  
"ants in pants" out of his seat, wondering around, easily distracted,
very  
disruptive - giggly and silly.  Often refuses to work.  Very dependent
on 
support.  His reading and maths work are about age-appropriate, but his
writing is 
very poor - a reluctant writer with poor motor skills.  Parents
recently 
split, he took the death of a grandparent quite badly (although this is
2/3 
years ago now).  He has a very disrupted sleep pattern, so he and mum
not getting 
much sleep, and a complicated medical history - including  rickets, and
a 
condition I have forgotten the name of where he stops breathing  and
passes out 
if under extreme stress. (Would Disability Living Allowance be
appropriate?)

Very low self esteem - everything about him is "rubbish" and he used to
talk 
about harming himself.

Our learning mentor has been working a lot with him on his anxiety /  
frustration, but he has now become very dependent on her.  Has "time
out"  cards to 
help him cope in class, but he now leaves the class regularly - at
least on a 
daily basis, to find her.  Finds music / PE / dance especially
difficult.

We referred him to CAMHS.  They, and school paediatrician, queried  ADHD
and 
Aspergers but have now apparently ruled both out, saying all his
problems are 
emotional - he is a little boy with a lot of anger - rather than
medical.

I referred him to Literacy Support teacher for help with writing and  
especially self-esteem.

I am concerned that there is now talk of using temporary exclusions,  as
his 
leaving the class has become so regular and disruptive - there  are also

concerns around health and safety as he will wonder round the building
if cannot 
find learning mentor.

He is quite able to sit and chat about his behaviour - I am sure he
enjoys  
the attention - but this has not helped him.

There is also talk of involving the PRU.

I cannot possibly put enough information about him in one email, but I
would 
welcome suggestions.  As I am part-time, it is sometimes difficult to
find 
things out except third hand - I have not yet spoken to CAMHS directly
myself, 
but will.  Would a referral to EP not be useful as his difficulties  are
seen 
as emotional not "learning difficulties"?  I think she would say  it is
for a 
clinical, not educational, psychologist to help him - or have I got
that 
wrong?  EP time is of course precious and also there would be a time
delay in 
getting our EP to see him - her last visit to us this term is full of
other 
things.  CAMHS not very forthcoming - when we refer children to them,
we always 
seem to have to chase up to get any feedback - how could I usefully
involve 
them?

I don't want this to become just a naughty boy exclusion issue, but feel

this whole grey area is one I am not very confident with.  

Any support / suggestions / ideas very gratefully received.

Anusia
Primary SENCO