Alisha is a 4-year-old girl who lives at home with mum Pip and two siblings: her 6-month-old baby sister and 7-year-old brother. Alisha is inquisitive and full of energy and enjoys active play at the local park, fearlessly scaling the climbing frames. She attends pre-school three mornings a week and has been diagnosed with Developmental Language Disorder (DLD).The pre-school think that Alisha is showing characteristics of ADHD and they have initiated an Education, Health, Care Needs Assessment.
At home and in the community, Pip is struggling to manage Alisha’s heightened emotional responses to situations, which can escalate very quickly. Recently, when it was time to leave the park, Alisha became distressed and would not respond to Pip’s attempts to calm or distract her. Whilst Pip was momentarily distracted by the baby crying, Alisha managed to run out of the park and was found an hour later, safe and well hiding in a bush. When the pre-school became aware of this incident, they referred Alisha to the Child Development and Disability service and Pip was allocated a Family Help Lead Practitioner (FHLP), to start a S17 Child in Need Assessment.
Pip is a committed and loving mum. She works hard to meet her children’s varying needs but is isolated and experiences low mood and depression, which mirror her parenting stress levels. Pip is care experienced herself and did not have a positive time growing up. These experiences left her feeling distrustful towards social workers and is fearful that asking for support will be seen as ‘not coping’, and that her children might be removed. Pip’s best friend Jen is a registered childminder and has a child with additional needs. Jen has been encouraging Pip to open up to the FHLP and accept some support to help manage things at home.
The support offered
The FHLP Angie, visits Pip to build a relationship with her and the children, and to undertake the S17 assessment. At Pip’s request, Jen is present during visits and Pip is noticeably more relaxed.
The parenting support matching process
Pip acknowledges that she struggles to deal with Alisha’s ‘meltdowns’ and feels their relationship is suffering as a result.
Angie and Pip discuss the local parenting offer, and together they identify the New Forest Parenting Programme (NFPP) as being the best match for Pip’s support needs, which are:
- a home-based programme – Pip struggles to get Alisha to appointments on the bus
- to learn positive behaviour strategies to help Alisha self-regulate
- to nurture her relationship with Alisha and re-discover joy in spending time together.
Alisha’s keyworker at pre-school is trained in the NFPP and and can deliver the parenting support. Pip is reassured because she and Alisha have an established relationship with the key worker.
Angie has providesd practical support to help Pip engage with the parenting support. The sessions are planned for when Pip’s son is at school, and the local authority agrees to fund Jen to care for the baby during the sessions so Pip can fully engage with Alisha and the content.
Angie also coordinates bi-monthly network meetings involving Pip, Jen and the keyworker to ensure consistent strategies are used by all caregivers.
The early results
Pip completes the eight-week programme. Although sceptical at first about keeping a weekly diary, Pip found it helpful in identifying when Alisha is likely to become dysregulated. This has enabled Pip to prevent behaviours from escalating.
Pip feels she has learned so much from the NFPP practitioner and is now more confident in initiating games with Alisha. This has not only strengthened their relationship but has also improved Alisha’s concentration. Pip reports that since attending the parenting support, she feels less stressed, although acknowledges that some days are better than others.
Pip feels less ‘alone,’ and the ongoing support from Angie, the pre-school and Jen has helped her to feel part of a wider team, and more positive about the future.
