My Adoption Statistics

It’s been a hell of a week and we’ve been increasing the adoption statistics.

Adoption Statistics image

I wrote a couple of weeks ago about I Can’t Believe It but this is the biggest time of disbelief I’ve ever had.

A while ago Julie Selwyn published Beyond the Adoption Order.  The report showed that children from adoption and foster care who were most likely to become disruptive were

  1. Children aged 11 and up
  2. Who had come into care aged over four or over and
  3. Those who experienced delays and multiple placements.

The reality in our family is:

  1. She’s 13 and we’ve been struggling for ever really but definitely since starting secondary school at age 11! Tick!
  2. She went into care at 3 years 6 months- almost a tick
  3. She wasn’t placed with us until she was 5 years 7 months after 3 foster placements and a previously matched family who backed out at last minute. Oh I think that’s a big tick!

The report also talks about the harsh reality for the minority of families where placements collapsed under the strain with too little support from social services and adoption agencies.

Our Support History

Within the first 6 months of being placed with her sister we had running away, kicking, biting, punching, spitting and more. Our local (very good at the time) CAMHS psychologist told us they should not have been placed together!  The placing LA told us it’s both or none. We delayed the adoption order to try and ensure we had the right support in place. It didn’t help in the end. The placing LA social workers were so obstructive that I began to wonder what their real priority was – helping the children or covering their backs?

We got no support, so paid privately for therapy. That business is now recognised provider under the Adoption Support Fund. Therapy helped and we discovered just how desperately and horridly neglected and abused my girls were.  This came from their therapy, not from files and LA information. When we got to the really big stuff she got so violent that we were asked to leave! So therapy stopped.

Skip forward to the last two years when I started writing this blog. The list of blogs which highlight the issues, struggles and fights I’ve had to get support. All this takes effort and there have been times when I have to decide where my efforts need to go and I stopped doing blogs for a bit or stopped fighting for a bit.

In the last two years – since she was 11 (there’s that statistic again) her violence and difficulty have escalated and escalated.

She already regularly attacks me which I’ve written about in Child to Parent Violence.  She’s re-enacting everything from birth family and she totally hates her birth mum and what she did yet now, that is being played out again but directed at me.

She’s threatening her little sister and that’s scary – for her and us. She carries out most of her threats these days.

School Issues

School (her second secondary school) have said they can’t cope and even though I put my cards on the table with suggestions she ended up under the PRU- Pupil Referral Unit (for those who don’t know – that’s the school where children go if excluded or with severe emotional / behavioural issues when all other schools cannot have them).

Even when I am working with the Local Authority to try and get City-wide help for all adopted children in school, it hasn’t been fast enough for Biggey.

Part of the answer for schooling was to leave her home with me Monday morning and All day Friday’s!  Didn’t help us at all. Where an entire school of staff cannot cope, the little alone me is supposed to!  Its ridiculous.

Adoption Support

We have repeatedly asked for support and mostly been offended by their responses.  The latest request in March was a bit more successfully and we thought change would be coming when we persuaded Social Services to allow us to apply for the Adoption Support Fund (even to get to that was a struggle).  I’ve repeatedly told our SW we are struggling, we need respite only to be told it’s not available under the ASF. I don’t care who provides it – we need it. No-one listening.

Earlier this week she stropped, kicked off and ran away (again). We found her, got her home but still violent and aggressive. I escalated (again) through Social Services and eventually two Social Workers came.

They asked her what she wants. She wants to go into care. She’s asked this before, several times.

The SW offered to see her daily if necessary to help her and us.  Where was that when I was on my knees?  When I kept asking for it?  No matter, Biggey was adamant, we are knackered / traumatised / worn out and same as last September, wondering Why Bother?

So there we have it.  We met the final statistic.

Placements collapse under strain with too little support from social services and adoption agencies.

She’s in “voluntary care whilst our family is in crisis” they said. I don’t know how long for, I don’t know what will happen next.

It’s calmer and quieter in the Safehouse, although Littley is still terrified Biggey will be home any day now to carry out the violent threats.  I don’t know where this leaves us except feeling sad, let down, disappointed and failed.

Getting the Best for Adopted Children in School

So, I was at the PAC-UK / Yorkshire & Humber Conference (Being Family) on Monday about Getting the Best for Adoption Children in School.  Can I stress that these are only my notes (with my views in blue) there may be errors and omissions. Please don’t hold me to account! 🙂

It was a packed agenda where a selection of Social Workers, Adopters and Schools from the Y&H region were invited to attend.  There was reasonable attendance from all areas, although I would have liked to have seen more from schools if I’m honest.

Being Family Logo https://adoptmum.wordpress.com

Even if you are not in Yorkshire & Humber, I hope there are some nuggets in here that everyone would find helpful or provide hope of this type of support eventually becoming more widespread across all schools and Local Authorities!  I’ve attempted to give the highlights.

Mick Gibbs, Chair of Regional Adoption Board began with some comments, most notably a mention that

Instead of School Inclusion and Exclusion,  think about School Attachment

Contrary to popular belief, care does make things better

Next up Sir Martin Narey.  He talked about adoption changes over the years and the number of myths surrounding adoption and breakdowns.  He said adopters were not treated well but that the process for recruitment has changed to improve that. There are still significant challenges with time taken for matching, behaviour of courts and the support fund being only available for one year. Personally, I believe we are still not treated well, we are still not respected and recognised as being a powerful force that can create a change in these children.

The issues are schooling can be solved quite easily with few changes because the issues do not disappear overnight.

There is nothing else like adoption for the ability to transform a life.

Sir Narey said that he is happy to be contacted by email and he attempts to answer every one received!

Education: from Rainbows to Reality

logopacukPAC-UK’s Chief Exec, and their refreshingly straight talking Education Psychologist Emma Gore Langton talked about there being a disconnect at all levels that there is a misguided view that adoption is ‘lovely’. Key things were that

  • Brain structure changes our view of the world – all this we know.  (We do!  I’m not sure everyone knows, certainly not all schools and educators).
  • A teacher will hold on to information about a child in misunderstood ‘confidentiality’. (They do!  I’ve experienced that more than once much to the detriment of my children!)
  • Schools are anxious about parents’ expectations, so they don’t communicate.  There is particular difficulty in secondary schools.  (Really?  I agree they don’t communicate, agree secondary schools are particularly difficult.  I’ve heard schools saying “we deal with in school” which may be a bigger reason for not communicating.  I’ll give this the benefit of doubt!)
  • On exclusions, no real data but Adoption UK Survey said
    • more than 50% were at secondary schools
    • 1 in 5 children were age 6 or younger
    • there is serious impact on the most vulnerable children.
  • Education is a key reason for seeking post adoption support (true for me!)
  • Transition from primary to secondary increases stress on families according to Selwyn report. (absolutely!  It has nearly broken my family)
  • Curriculum issues can trigger crisis (yes, and schools will not listen)
  • There is a DFE grant for schools in the Y&H region to become Attachment Aware. (Brilliant!)

Pupil Premium

Alan Clifton, The Virtual Head from North Yorkshire talked about Pupil Premium and even though I thought I knew lots about Pupil Premium he had some interesting perspectives.

There are 152 Local Authorities across the country and all have a Virtual School Head (VSH) responsible for Looked After Children (this is statutory now). That means that there are 152 ways to allocate Pupil Premium and it’s uses!  DFE Guidance (from 2009) says “it is good practice for adopted children to be monitored”.

  • All adopters should find out who your local Virtual Head is.
  • Personal Education Plans (PEPs) are a good monitoring tool (although not statutory) but helpful for progress, attainment, outcomes, relationships and even friendships, because it should cover Social and Emotional Wellbeing too.  You can get a sample PEP from your VSH or from him (Alan Clifton).
  • Pupil Premium money is NOT ring-fenced for your adopted child.  Schools can pool PP money for staffing, tracking, nurture groups etc.
  • You should work with the school to identify
    • barriers to learning,
    • specific learning needs,
    • how to ensure your child progresses
    • your child’s feelings (that’s a big one for me, I find teachers talk ‘at’ rather than listen to my child)
  • The key thing is relationships! (Absolutely right, this is what is missing in their early lives and as human beings we all need those relationships, our children need them more so.)

A Special School’s Approach

There was a really lovely presentation by a Leeds special school about the work they did with a particularly troubled child.  They had some training from Family Futures and talked about what helped and what worked.

  • Key Needs are Communication, Consistency and Care.
  • Provide choices
  • Model behaviour, explain what that behaviour should look like and what it means.
  • Set limits and explain expectations
  • Be specific with wording (rather than “well done”, say “I really liked how you lined up”)
  • Pick your battles
  • Address the child’s sensory needs
  • Be aware of anxiety and stress

The most valuable resource?  HIS PARENTS! and the Adoption Social Worker.

(I wanted to jump for joy when they said parents were most valuable resource, because I, and many of us, feel we are ignored or not listened to.  Yet there still seems to be a lack of understanding that we don’t all have social workers any more or any other professional support!)

Adopter Experiences

From the wonderful ladies Sarah, The Adoption Social and Amanda, The Open Nest.

Amanda and Sarah said everything I wished I was able to say!  Both highlighting the inability to work when we have adopted children who struggle with life and school.  Sarah mentioned there has been perhaps 3 weeks this year when both children have been in school “where they should be”.  It is a full time job being “on call” for school so she can bring her child home.  (Oh yes, I know that approach!)

Many adopters talk about schools trying to “force a square peg into a round hole”.  (I wanted to stand up a cheer at this point!  That’s exactly what I have been saying!)

Sarah went on to say that our children have a right to an education and they way they are treated does not help our children’s self esteem.

Can schools please find some square holes for our children?

Amanda explained about her issues with 3 different schools by the time Jazz was 8 years old before resorting to a version of Home Education.  Highlighting that there are big groups of adopters who home education because they feel they have no choice.  (I know!  I’m been close to that many times.)

If you do feel you have to Home Education, ensure your child stays on the school register so that you still have links and can hope to progress to a slow integration back into school.  Amanda had the same teacher at home for 10 hours and then the same at school.

It is useful to have some days at home as Therapy Days so families can invest in that time and reduce school stressors, work on attachment and have calm down time.  (Whoop, whoop Amanda.  That’s exactly what I arranged for Biggey last month.  Although, it only happened because school said they can’t cope!)

When Amanda talked about friendship issues and the fact that “sometimes the only people at birthday parties were the teachers” there was a big ahhh all around me.  Will it be enough to create a change though?  I certainly hope so.

There’s more.  That will have to follow in blog part 2.  For now, I’m linking up with #WASO.

Thanks for reading!

 

 

Cards on the Table

After the last blog post where I was waiting for a social worker to visit me on the Monday – they actually came on the Thursday!  No surprise really and that probably only happened because of my husbands skillful handling of phone calls and explainations.

Meanwhile, on the Monday, Biggey didn’t come home after school. School were so concerned about her they checked at4pm and asked me ring the police (again) and so we made yet another report of child missing. She rang home eventually from friends house and we collected her about 7pm.

On Tuesday whilst I was at work, school had rung hubby to say she had left school site and could he come.  It wasn’t even lunchtime. He had explain this to his boss too!  On his arrival at school, Biggey was back on school site but running rampage and managed to take a significant bite out of hubby when he tried to get her to car. As awful as this is, we were kind of pleased that school witnessed this.

Their final words were that they couldn’t cope with her in school and she should stay at home until after our (pre-planned) meeting on Thursday. Oh dear!!!!

Wednesday was difficult as both hubby and I were supposed to be working and in our type of work it’s not easy to just not go, to phone in sick or something else. Reluctant Grandparents stepped in from 25 miles away and juggled Biggey around caring for 90 year old Nanna.

Thursday arrived and so did two Social Workers. One from Safeguarding and one from Post Adoption. They were sorry that the Adopter Worker from last October was not available so sent someone else. Didn’t matter to me!  Turns out to be a bit of a result that we got this lady. She knew her stuff.  Saw us and Biggey could see the shame in Biggey straight away. I got Biggey to say a few words about how she was and what she thought of school. I then got Biggey to take puppy for walk. During that time I played them my videos of Biggey in meltdown. She totally got that we had a teen replaying early trauma. Yippee.   Poor Mr Safeguarding just sat and took notes!

We persuaded them to come along to the meeting at school that morning.

Later at school

12 of us squashed round the table (school were not expecting my entourage!). I’d even managed to get Camhs to come along too!  After introductions the new school Senco drafted outline of agenda.  I felt for her, she was new, was trying to make an impression. She would have done OK too, except recent events made this no ordinary review meeting.

I let her have about 5 minutes of her planned agenda the interrupted and explained that things had moved on significantly.

I played my videos, first of Littley saying how scared she was to live in our house at the moment. The second of Biggey in full meltdown. It lasted 50 seconds.  50 seconds until someone said can you turn it off.

I did turn it off. At the same time I pointed out that we are living with that noise, that violence, that aggression, that trauma, every single day. That particular episode lasted for over 3 hours the previous weekend and started again later in the day. I asked them to keep that sound in heir minds for duration of the meeting.

OK. So now I had their attention and I wasn’t about to let it go.

I reminded them that they had now said they couldn’t cope with Biggey. We were struggling to cope with Biggey. I wanted her at that school if they will still have her, yet we have to all acknowledge that she is struggling and currently plans are not working. I also pointed out that her Statement says it has concerns about whether she will manage Secondary school at all.

I was on a roll, I told them I was putting my cards in the table and it’s up to them to push back and tell me what can and cannot be done. (Deep breath)

She needs,

  • 2 days at school in higher support with specialist provision and more training of staff
  • 2 days in specialist therapeutic provision of (a local) farm school
  • 1 day at home with me to ensure time to re-connect / build attachment / work with Adoption support.

They nodded!  They bloody well nodded.

What? Really?  Surely it’s not that easy?

No, it’s not that easy!!

They did admit she is the most complex child they have ever had. (Wished they listened to me in first place then)

They also said its going to take time and need approval to get these things in place and that means protocol and red tape and Education Panels and places to be available. They did agree to make phone calls that day to speed things up.

In the meantime they will also request a provision for home tutoring (although home tutors do not tutor at home!!)  so that will need to be somewhere Biggey feels safe.  Libraries are often used apparently but may not be suitable for Biggey so I’m going to have to sort that out and pull some strings somewhere (slightly peeved that I have to sort that).

They have now asked that I go into school and talk to staff involved with Biggey – oh yes, that’s fine I said. (Slightly peeved that I offered last year and was told – by different people – that ‘it would not be appropriate’).

At my request, Adoption Support are going to begin an assessment in readiness for the Adoption Support fund rolling out in May.

I haven’t even mentioned the bits where I tweeted the Chief Exec of LA or emailed the Director of Children’s Services and Head of Special Needs.   I think they know who I am now. 

So the ball is rolling for change. A lot of this is what I asked for in October last year. Yet I asked different people with different evidence. Such a shame that it came to this.  So wrong that it all depends who you ask, when you ask, how you ask, how pushy you are and how bad it is.

That said, when schools go back on Monday after Easter holidays I have no idea where Biggey is supposed to go and I am probably left to sort that out myself too.

 

Could Change be Coming?

It’s been pretty rough in the Safe House.  Actually it’s been like this since September if I’m honest.  That wonderful school I’ve blogged about this time last year in So Far So Good and Headteacher Calling decided, in their wisdom, to just put Biggey into mainstream school last September, without word or warning to me or her.

It all went off the scale then with lots of unpleasant phone calls and meetings and people thinking she “just needed to make the right choices” and she was displaying “chosen behaviour“.  With a meeting where I was advised that she “just needs to follow 3 rules”.   I can’t remember those rules now, she was never going to manage them anyway !!!!

I need to talk to you about her behaviour

I then spent ages giving them information about her background, how it affects these type of children, etc etc.  They cried.  It was all pointless, though because that meeting was followed by almost daily phone calls from a Head of Year saying “I need to talk to you about her behaviour”.  I responded with “she has a Statement of Needs for – BEHAVIOUR”.  It all got very difficult and tense so I stopped answering my phone to her calls, since they weren’t listening anyway and it was beginning to feel intimidating.  The result, was her exclusion!

More difficulties, yet in short, I got her back into the supportive unit in school, had meetings with Head, Deputies, SENCO, etc, etc.  A wide variety of people have been involved to be honest, and that’s a problem in itself.  The Ed Psych in Feb advised Biggey should have no more changes and some other helpful things.  They didn’t get passed on to the people on the ground dealing with her on daily basis (not very helpful at all).

We’ve had her making false allegations that I hit her (cos she didn’t want to come home and face me after a bad day at school).  We’ve had CAMHS involved, supposedly helping her with anger (nothing helpful or different to what I had already put in place and so no change in her at all).

Fight, Flight, Freeze

We now have school ringing or texting me every day with updates.  She is aggressive, she leaves school site frequently, or sits in classroom and refuses to move so they have to empty other pupils from the room!  Can you recognise the Fight, Flight, Freeze responses here? Yes?  Sadly, they can’t.

There’s been minuscule progress with school working with me using strategies, tactics and ways of speaking to her to begin to be helpful, but it is not consistent and across the board.  So every bit of progress we make, someone comes along and undoes it!  She is really struggling in school and, needless to say, takes it out on me at home.

This week, culminating over this weekend, we just haven’t been able to calm her down at all and my goodness she REALLY HATES ME!  She has definitely got me, Safe Mum, confused with the Birth Mum.

She wants to leave.  Just like many other weekends, bit by bit we cancelled everything that was going to happen this weekend.  It wasn’t much, horse riding for her, walk the dog, go out for tea maybe, buy some arsenic (just kidding).  We have pretty much barricaded ourselves in the house and dealt, blow by painful blow, with her fight response; all to no avail.

It had escalated to another level

Whilst hubby and I were both trying to do small tasks around the house, him gardening, me cooking and cleaning up in kitchen, she came at me with the floor mop and attacked me with it.  It was like gladiator games but it really hurt.    This was more than screaming, shouting, hitting, punching and throwing.  It had escalated to another level.

So this afternoon, I rang social services.  I’ve had enough.  If this was my husband who was being so violent and abusive I would have left him by now.  If I leave her I will be failing her as a parent.  If I let her run away, I still have to get her home and be her responsible parent.

Whilst the man at end of phone asked me what had been happening, I explained we had cancelled everything, all doors locks to prevent her running.  He said, “oh, did you have visitors planned or something?”.  “NO” I said.  “These days they only visitors we have are police and social workers.”

He laughed.

He bloody laughed.

I’d been quite composed til then.  I let rip.

“Did he really think that I was just some pathetic parent who’d had a bit of a rough hour here and there?  Did he stop to think that here am I, plucking up the courage, on a Sunday afternoon, to ring an Out of Hours provider, to ADMIT that I want and need help?  That I really want to tell people that my daughter is out of control, that she frightens me?  None of this is funny – not in the slightest.”

I demanded an apology and some reasonable amount of professionalism from him.

We have a social worker coming tomorrow – apparently.  We shall see (I bet they don’t respond that quick).  I wonder what they will do.  I wonder what they will propose.  What great ideas they will come up with or advise.  Maybe change is coming.  Maybe it’s a change she thinks she wants, yet has she any idea at all?

Biggey, still wants to leave ………..  She has packed a bag.

Headteacher Calling!

Biggey has been doing well with her integration into the new school (her second secondary school since September!). She has been reasonably calm and composed each evening and each morning. The transition has been steady and without pressure on her (or me) to get her into school full time. I’ve been so glad that they agreed to this as it is important that this time her experience is a success.

She has been going into this small unit every day for the last couple of weeks for part of a day and in the last week she progressed to four full days and a big chunk of the fifth day! After Easter she has even signed up for an after school cookery club!

All in all I have been very pleased with how things have gone and my view of this school has not changed since my first meeting as detailed in We Have a Plan and even in later posts of So Far So Good.  However, forgive me for gushing, yet I have been (nicely) surprised and amazed yet again by this school.

On Friday lunchtime I get a call on my mobile.  It’s the Headteacher.

Oh God!  What’s happened?  What has she done?

Well that was the first though that went through my mind.  I mean, Headteachers of Secondary Schools don’t just randomly ring parents as a ‘nice to do’ on a Friday lunchtime on the last day of term.  Do they??

Well actually, yes they do!  OK I know I have been gushing about the staff in this school but still, pick me up with amazement all over again…..

He said he was ringing to say how well he though Biggey had settled in and that it was progressing much better than they had expected and he was wondering what my thoughts were and how I feel it was going.  Just a moment …. rewind … he was actually asking for my opinion and views???  I need picking up off the floor again!!

So, whilst trying to contain my delight and remain a bit like a focussed sensible adult, I managed (I think) to tell him some of things I think have been good and helpful.  I praised the two key members of staff who are having the most input to Biggey at the moment.  I was able to tell him the latest piece of information I had got from her just a couple of nights before.

She said she was with a teacher in DT working on a 1:1 basis.  The teacher asked why Biggey had moved schools.  Now in Biggey’s usual way, she didn’t really give correct information and had said it was because they didn’t help her with her dyslexia.   The teacher then apparently said “oh, so not for behaviour then?” So Biggey said

Well I don’t tell people if I don’t feel safe or if I’m struggling or if people upset me and then sometimes I take it out on other people

The teacher apparently just said “Oh thank you for telling me”.  I was, at this point listening with awe and unable to say anything for a moment.   Eventually I wondered aloud if my child had been taken away by aliens to which I was told

No. This is me when I feel safe and when I’m not feeling worried and not worried about being told off all the time. 

Isn’t that amazing!  I told the Head this and that it is indeed because she feels safe and accepted and comfortable enough to be able to do this and that I was grateful for the team they are providing around my child in addition to the effort I put in.

It was a 10 minute call, which doesn’t sound like a lot, but covers a lot of conversation.  I was positively delighted when it finished.

When I collected Biggey later that day, I took a moment to begin to mention to the two members of staff.  They said they already knew because the Head had sent them an email saying well done for the good work!  What a great way to finish for the holidays.

Beyond the Behaviour

blog pic scars

Hi

This is my first blog!  Woo hoo.  I’ve been thinking about it for a long time. I’ve not idea what I’m doing so I’m just going to type and see.   So what, may you ask, has made me finally get started?  Well, it’s quite simple – fury!  It’s a powerful tool which drives many an adoptive mum to new, adventurous places and this is now my place.  The reason for my fury is school.  Oh, that old thing, I hear many adoptive parents sigh.  Well yes, it’s got me started on blog so here goes.

I got an email from school today to let me know there had been a situation with K.  She started at this secondary school in September and I had asked them to email me so that I wasn’t left floundering in the middle of the after school strops wondering what on earth had gone on.  However, the main aspect of the issue was that she wouldn’t do her work.  Oh, and she was quite rude to the supply teacher.

I have heard (and dealt with) her rude and stubborn behaviour many times before, so have the primary school, and it has always been because she has been scared.  Lots of chatting and sometimes even intense giggling can often be seen too when she is scared.   I appreciate it looks like she is just being rude and stubborn or defiant.  I also appreciate she looks like a fine, healthy “normal” child.  It’s what lurks beneath ………..

She has said the supply teacher – particularly his voice – triggered a reminder of someone who used to hurt her.

I’m trying to build relationships with school, so am refraining from speaking my mind!  Those who know me, who read this, will probably be chuckling to themselves!  I have emailed the school and said I would like to offer a suggestion in order to try and work together to reduce the occurrence of these times.

“I wonder if it is possible for her support people to remind her that she is safe before trying to get her to finish her work?  If so, it needs to in a kind but firm voice and repeated several times with no other information.  So something like “K, I am your safe helper and you are safe” then a pause, then say it again, then again.  Hopefully, over time that will calm her down.  Then she may be able to get on with her work.  I do know that it is not about the level or ability of the work.  If anyone is reluctant or uncomfortable with this then do let me know and I will think of something else.”

I’ve sent the email now, I wonder if it is too patronising, too gentle, too much of me just wasting my time?  We shall see.

Later in the day, I got another email to say there had also been another situation where a teacher came to speak to her and she got upset and turned her back on him.  Oh dear.  I managed to contain my sarcasm!  When I  managed to speak to her about it she said – I quote – “his voice was angry and his face was cross and I turned away because I thought I was going to get hurt again”.   So again, I have tried to explain to school that tone of voice or a facial expression can be triggering for her.  I wasn’t there obviously, she may have misinterpreted, as she does very often.  That is her perception of the situation.

By 7.30pm tonight I thought we had things calmer and were able to move on even though she still hates school and doesn’t want to go.  Then we began to look at tomorrow and meltdown started again!

In English she has written a heading of “Autobiography All About Me”.  Her teacher has apparently said to her just write – my early life was not very nice – or something along those lines.  She was in a very tearful and distressed state about this.  She says she doesn’t want to write it, she doesn’t want to think it, she doesn’t want to remember it and she wishes it had never happened.  Just writing that line is too hard for her and bring up all sorts of horrific memories, so it’s just not that simple!

Another hour later and we have discussed how she can start her autobiography with “When I came…” and then write all the good bits she remembers from when she came to us.

English was second lesson today.  So, before she even got to the lesson where she was rude, is where the trigger began!  This is the reason that adoptive parents ask to look beyond the behaviour.  At sometime in the middle of this morning she was thrown right back into the horror of memories from her early life and that is where she stayed, being triggered and reminded and triggered again, until this evening when she was home and safe.  Eventually I could get her to know she was home and safe.