Worried Warren in Depth
Each page of the book is there for a reason and it may be useful to have an insight into the book and it's development in order to better utilise "Worried Warren" as a resource. Scroll down to explore some ideas of how to use each page.
Worried Warren can be utilised as a stand-alone story to be read by children with little or no discussion. It may then be referred to by teachers or carers as a reminder for behaviours E.g. “remember Warren” or “is it possible you are being a bit like Warren?”
Warren can be read by a child with an adult raising discussion points to manage behaviours as it is re read using the “things to think about" points.
The book could be used as a whole class activity or with small groups of children discussing and completing activities.
As many children in care are willing to “help” with younger children. The older ones (who may be having issues that Warren does) reading to younger siblings or students and “helping” the adult to discuss the points raised may be helpful. There is much evidence (e.g. Hattie- peer teaching), that this form learning produces very positive outcomes.
The Book in Depth
Each page of the book is there for a reason and it may be useful to have an insight into the book and it's development in order to better utilise "Worried Warren" as a resource. Scroll down to explore some ideas of how to use each page.
Worried Warren can be utilised as a stand-alone story to be read by children with little or no discussion. It may then be referred to by teachers or carers as a reminder for behaviours E.g. “remember Warren” or “is it possible you are being a bit like Warren?”
Warren can be read by a child with an adult raising discussion points to manage behaviours as it is re read using the “things to think about" points.
The book could be used as a whole class activity or with small groups of children discussing and completing activities.
As many children in care are willing to “help” with younger children. The older ones (who may be having issues that Warren does) reading to younger siblings or students and “helping” the adult to discuss the points raised may be helpful. There is much evidence (e.g. Hattie- peer teaching), that this form learning produces very positive outcomes.
The Book in Depth
Pg 2- The reason Warren could not live at home is kept vague in order to connect with a wider audience.
Leaving a home means new food, colours, people and smells regardless of why this has occurred. Smells are the most influential triggers of memory and emotions. This may open up an opportunity to explore change and feelings that are associated with this kind of change in particular. |
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Pg 17- Introduces the concept of safety. Behaviours often stem from a need to feel safe. Any new experience is perceived as a threat to the human brain- even if this experience is safe for others. At a basic level we react with a fight, flight or freeze response when a completely new experience challenges our feelings of safety.
Relearning the ability to trust others is an important aspect of healing and feeling safe. Pg 18- Some feelings never completely go away. What is important is our individual response. Adults need to be in tune with our emotions and regualte our own behaviour. If we can do this, we are more likely to model positive, protective, predictable and consitent responses to children's challenging behaviour. |
Pg 5&6- Many children who have suffered trauma and neglect have issues around food. Some won't eat but the most common is hording or stealing food. Food (and smells of cooking) will be different in a new house. Pg 7&8- Children are asking 2 questions of adults. Do you like me? Can I trust you? Behaviour is often in order to test the answer to these questions. Children who have suffered abuse or neglect are adult wary as adults have historically not been trustworthy or have not shown consistent positive regard and affection. Pg 9-10 Exercise is one of the key tools for managing mental illness and wellbeing. Some children will "self place" with previous adults and place themselves in unsafe situations. There is an opportunity both to discuss how dangerous this can be and the importance of being active. Pg 11&12- These pages are school related. In a new school there will be new teachers, new peers and new rules to learn. Concentration and working memory is greatly affected by the impact of trauma and neglect. Students from these backgrounds generally achieve at far lower levels than their peers of the same age in most areas. Pg 13&14- "Mikan" is a local Awabakal word that means "presence" and may provide a link with Indigenous children. There may well be other children in a new home and this can be a source of conflict. "Being close" all the time is a reference to attachment issues. Many students who are care have either a diagnosis of Reactive Attachment Disorder (RAD) or symptoms of this. As a result they often struggle with establishing and maintaining positive relationships. Pg 15-16- Sometimes just being a consistent and predictable adult is all we can do. All kids require consistency and predictability. Being "kind and caring" is a reference to supporting children even when their behaviours are complex and difficult. |