Читать книгу Triumph Over Adversity 3-in-1 Collection - Casey Watson, Casey Watson - Страница 18

I was buzzing by the time I got home from work that evening. I felt all the new stuff I’d learned whooshing round in my head, and on the verge of a very important breakthrough. I knew that all I had to do was to work out and apply the right strategy, and bingo. What that was going to be exactly, I hadn’t quite worked out yet, but I was determined to keep up the momentum.

‘So, after tea,’ I told Mike as he washed his hands at the kitchen sink, ‘I’m going to set up shop at the dining table and finish writing up my plans – I know I can do it.’

‘Do what?’

‘Get Imogen to speak, of course. Haven’t you been listening to what I’ve been saying?’

He had not long got home from work and he looked tired – he’d had an early start. I huffed even so, but he didn’t rise to it.

‘Case, love,’ he said, ‘you know what your “strategy” should be? Give her a dose of whatever it is you’ve got. Not too much, mind,’ he added, moving prudently out of punching range. ‘Or the poor kid won’t know when to shut up!’

Kieron, who was sitting in the lounge, ‘apparently’ watching telly, hooted with laughter. ‘Nice one, Dad,’ he called.

‘Nice one, my foot!’ I said. ‘This is important!’

‘Love, I know it is,’ Mike said more seriously. ‘And I’m happy that you’ve had a good day. But all this bringing your work home malarkey – I thought you said you were going to try not to do it? Not quite so much, at any rate. What about just sitting down and watching EastEnders for a change? You know, like we used to. In the olden days.’

‘Yeah, Mum,’ Kieron chipped in. ‘What about us? We’ll be neglected children soon. Officially.’

‘Oh, give over,’ I told them. ‘And you’re hardly children any more. And it’s not like I’m doing it all the time, is it? It’s just that this is a complicated case and I really want to crack it.’

Riley, also home from work and dishing up stew and dumplings from the slow cooker, snorted in a derogatory fashion. ‘Case to crack! Mum, who d’you think you are – Columbo? Honestly!’

Suitably chastised, I accepted my bowl of stew and began to eat it. It tasted surprisingly like humble pie. I knew they were mostly just ribbing me but perhaps I was taking my job just a little bit too seriously. Or maybe I wasn’t – maybe taking it seriously was what was needed, but perhaps I should try to shut up a bit more about it once I was home. I watched Kieron and Riley laughing with their dad about something they’d all been watching last night on the telly with mixed feelings. I’d been doing paperwork, and perhaps I should have taken a break from it, but, actually, parts of my job were quite serious. And none of it would get done by itself. So perhaps I just needed to manage my time better. Stay a little later after school, perhaps, so that once I did get home finally, I could sit down with them all and watch EastEnders.

Which, once tea was out of the way, I duly did.

I did manage to sneak an hour in later, however, so when I got to school the following morning I was raring to go – I just hoped there would be less in the way of soap-opera style drama when I got there. The big thing that I’d learned, amid all the medical terminology and jargon, was that I had actually been going about things all wrong, and actually unwittingly reinforcing Imogen’s refusal – or, more accurately – her perceived inability to speak. By allowing her to retreat and not encouraging her to interact better with her peers and with myself, I had given her the green light to remain silent.

It had seemed logical to me, of course. I was used to using a softly-softly approach with a child who was traumatised and self-conscious; giving them time to get used to their new environment and settle themselves into it a little before expecting them to come out of their shells. According to Mr Gregory, however, this wasn’t helping at all. I needed to use behavioural therapy techniques to show Imogen that remaining silent wasn’t an option – well, not for that much longer, anyway. Her silence wasn’t to be rewarded – that would just reinforce the behaviour; instead I must lavish praise at any and all attempts at communication; this would help retrain her unconscious mind so that speaking stopped being a source of fear.

First off, I took a couple of days to orient myself, watching her various strategies for responding to attempts to communicate with her, both by myself and by the others in the group. With her fellow pupils, it tended to be a case of ignoring her – which was isolating, obviously – or over-compensating, allowing her to get away with not speaking, much as an older sibling often did with a younger child.

With me, it was a case of mostly winging it. If I drew attention to her in class, she would habitually hang her head and look downwards, with the sort of ‘If I can’t see you, you can’t see me’ logic a much younger child would use. She’d blush as well – perhaps part of the reason why it worked, because, anxious not to further stress an already stressed and bullied child, I would ‘let her off’ by moving swiftly on.

But now it was time for some tough love. Not an abrupt about-turn – that really would stress her too much, I judged – just a slow shift towards a more robust strategy. Now, if I called her name in class, I kept the spotlight firmly on her for as long as it took to get some sort of reaction, even if it wasn’t speech itself. It could be a nod or a head shake, an action, such as getting something for me, or passing something to someone else. The main thing was to make her a more dynamic part of the group, so she couldn’t retreat into herself.

And by the Thursday I was already seeing progress. So much so that by the time Friday morning came around I thought I’d try something more radical that I’d read about.

We were doing work on emotions; something that cropped up in the unit often, for obvious reasons. I’d had the children cut out a giant paper firework the previous afternoon, which we were going to use in the exercise this morning. It would be Firework Night before long, after all. That said, this was more about empathy than Guy Fawkes. Unlike the hapless gunpowder plotter, empathy was a perennial.

‘Right,’ I told the children, having pinned up the rocket and grabbed a pen, ‘what I want you to do is tell me words that describe negative emotions, okay? I’ll call out names and I want you to shout out a word, then I’ll write them all on this magnificent rocket, ready for us to whoosh off into space. Got that?’

Heads nodded.

‘Yeah,’ said Ben. ‘But what about the tree?’

I’d also had the children cut out and paint a big tree, plus a pile of apples, all ready to be written on as well. ‘We’re going to do that next, Ben,’ I explained. ‘Once we’ve got rid of all the negative feelings we’re going to accentuate the positive. And “accentuate” means what? Does anybody know?’

‘Make more of it, Miss,’ Shona supplied quietly.

‘Exactly, Shona,’ I said, turning round to face the rocket. This part – facing away from them – was key. ‘Right, then,’ I said, pen poised, ‘um … let me see … Ben. You can start. Let’s have a word, please.’

‘Um, angry, Miss?’ he suggested.

‘Very good, Ben,’ I said. ‘That’s a great word to send off to space.’ I then wrote it down, and remained facing the wall. ‘So … Shona. You can be next. A word, please?’

‘Lonely, Miss,’ Shona supplied.

I wrote that one down too. ‘Henry, next. Can you come up with a word for me, Henry?’

‘I was going to say angry, Miss, but Ben already pinched it.’

‘I didn’t pinch it. I just thought of it!’

‘Yeah, well, fighting, then, Miss,’ he sniffed. ‘My word’s going to be fighting.’

I resisted the urge to turn back round and check that they weren’t actually doing any. ‘You’re on the right lines, Henry,’ I said, ‘but it needs to be a word that describes how you might feel. Not so much do, as feel, you know? Can you think of one like that?’

‘How about scared, Miss?’ he said eventually.

‘Scared is excellent, Henry. Thank you.’ I added it to the rocket. ‘Okay, so now it’s … let me see. Imogen. Yes, Imogen. What’s your word going to be?’

I remained with my pen poised just below Henry’s ‘scared’, knowing that all eyes, bar mine, would be on Imogen. The silence lengthened, but I stayed where I was.

‘D’you mean me, Miss?’ asked Molly eventually. ‘You haven’t had my word yet. My word’s upset. I’d already thinked it.’

‘No, sweetie,’ I said, pretending to go over the lines of the words already up there. I felt sure they were all bewildered by my refusal to turn around. ‘That’s a great word, and we’ll definitely use it, but Imogen was next on my list. Imogen, have you thought of one?’

Again, the silence was deafening. And I came within a whisker of turning round and moving on, when, in the tiniest voice imaginable – a voice that was nothing like the one I’d heard through the front door of her grandparents’ house – I clearly heard the word ‘sad’.

‘What was that, Imogen?’ I said quickly, hoping against hope that it had been her, and not just one of the lads, mucking around. But the silence told me it was her who’d spoken.

‘Sad,’ she said again, ever so slightly more loudly. ‘Sad,’ I repeated. ‘Excellent word, Imogen. Well done.’

I quickly added it and now I did turn around finally. Imogen looked fraught – I could think of no other word to describe it – and as if she might at any time burst into tears. Molly, sitting next to her, was staring at her, open-mouthed, and the other children were looking at each other, all obviously astonished. I would now have to quickly get them back on track before the attention on Imogen became completely unbearable.

‘Right,’ I said. ‘Molly. Remind me what your word was again?’

‘Upset, Miss,’ she said, turning to Imogen. ‘Which is a bit like your word, isn’t it? Isn’t it, Miss?’

I agreed that indeed it was. Similar but slightly different. ‘Now, Gavin,’ I said. ‘My little whizz-kid – what’s your word?’

If the tension hadn’t quite diffused, I knew it soon would. Gavin would, I was sure, come up with something kooky. And he obliged. ‘Badalicious!’ he said, adding a fist-pump for good measure, and having the rest of them collapse into giggles.

‘I’ll take the first bit of that, Gavin,’ I said, adding a smile of my own. ‘As I’m not quite sure “badalicious” has yet made it into the dictionary. No doubt it will eventually, but for now bad will do perfectly. Which means that, now, we can move on to our apples. Though in this case,’ I added, feeling very jaunty about my little breakthrough, ‘I hope there won’t be any “bad” apples.’

Of course, I then had to explain what a ‘bad apple’ was, but, all in all, a good half-morning’s work.

‘It was just incredible!’ I enthused to Kelly and Gary that lunchtime. ‘I couldn’t believe it. I mean, I know the whole point of getting an expert in and devising strategies and so on is because they do work, but, still. It went like clockwork. I couldn’t believe it,’ I said again. ‘And then she did it again – when we were doing the apples – she came out with “love”.’

Kelly was nodding vigorously, clearly as excited as I was, though Gary – longer in the tooth and less inclined to hyperbole – merely grinned. ‘Well, that was definitely one of the items on the to-do list,’ he agreed. ‘One you can now tick off. Good work, Casey. Let’s hope it now continues. I’ll let the other key staff know as well, as this probably needs to be a concerted effort. Do you think it’s worth calling the grandparents, too – let them know we’ve made some progress?’

I shook my head, and mentally reined myself in. It was exciting, yes, but in the big scheme of things not that exciting. Two words did not a conversation make, after all.

‘No,’ I said, finally. ‘I’d rather we hung on a little longer. I’m sure there’s more to come, and when it does we’ll have a chance of getting to the bottom of it, won’t we? And if we say anything now, and they bring it up, it just might put her back, mightn’t it? Might make her feel she’s being hounded into speaking. No, if you don’t mind, I’d like to press on a bit more first. Try some of the other fiendishly clever tricks I have up my sleeve …’

Which, of course, I did, the following one being stimulus withdrawal, which I was keen to put into practice the following week. This, I explained to Gary and Kelly, was designed to give the child a second safe alternative, the idea being that once they’d got used to speaking to a certain person, in a certain environment, you introduced another person into that successful situation – not with a view to forcing the child to speak to them, but rather as a constant unthreatening presence. You then had to engineer a situation where it was almost impossible for the child to avoid speaking, even though the other person was there.

‘Isn’t that what happened this morning?’ Kelly wanted to know. ‘I mean, the rest of the class were there, weren’t they?’

‘Yes and no,’ I said. ‘Yes, they were there, but speaking in front of them really stressed Imogen. The idea of this is that she can speak to me when they’re there, and without being stressed, which is where making it more of a “two-on-one” scenario comes in.’

Kelly’s brows knitted. ‘Sounds very technical.’

‘I know, ‘I said, ‘but it’s all in my notes, so don’t worry. The important thing is that now that we’ve finally got the ball rolling, we strike while the iron’s hot.’

Now Gary did look a bit animated, at last. In fact, he burst out laughing.

‘Just be sure you don’t forget to mix your metaphors while you’re at it,’ he quipped.

It took a good second or two before the penny dropped. But I didn’t care. I was at last making some progress.