Many children in care will have suffered neglect, rejection or abuse, and a number of moves between different carers. The stress of these experiences can damage brain development and affect children both physically and emotionally in countless ways. Such disruptions to early relationship s have far-reaching effects on the way children see themselves and relate to other people, and can cause long-term damage to their sense of identity and their self-esteem.
Carers and social workers need to undertake the challenging task of helping children and young people to make sense of their troubled histories, and build a positive identity. Understanding how we form our sense of identity – identifying with some people and groups, and differentiating ourselves from others – gives carers insight into why this might be difficult for a child whose early attachment experiences were disrupted. With knowledge, understanding and skill from all involved, it is possible for a child to grow up into an individual with a positive sense of who they are and where they have come from, someone who is tolerant of, and can celebrate, “difference” in themselves and others.
This training pack consists of four interlinked modules:
Identity and child development: celebrating diversity in the care of traumatised children
Life story work: enabling children to make sense of their lives
Family ties: working with issues in the care of siblings
Contact: issues of identity and stability.
Building Identity will enable carers to help children overcome disruptive early experiences and to boost their identity and self-esteem. Issues strongly related to this subject are also covered: the complexity of relationships between siblings and the question of whether they should be cared for together or apart; the contribution of informal and formal life story work to children’s well-being and identity formation; and managing risk where there is to be contact with birth relatives.
The accompanying CD-ROM contains PowerPoint slide presentations and handouts, designed to accompany the four modules.
