Appendix 4

TRAINING PACK

For

TEACHERS, FAMILIES &

COMMUNITY WORKERS

In

HAMBANTOTA,

SRI LANKA.

Produced by Hampshire County Council Social Services

Tsunami Support Team

May 2005

The Tsunami Support Team

Hampshire County Council (HCC)

Social Services Department, UK.

Lynn LUDFORD Team Leader, Tsunami Support Team.

Service Manager, Family Support and Children in Need. Lead Service Manager, Aldershot. HCC

Lorraine HOPKIN Deputy Team Leader, Tsunami Support Team.

Deputy Manager, Residential Children's Unit. HCC

Caroline MUNRO County HIV Development Worker, HCC

Rosie PEART Child Protection Coordinator & Area Child Protection Committee Advisor. HCC

Mark SCOTT Social Worker, Family Support. HCC

Hayley WILLIAMS Care Manager, Physical Disability, Adult Services. Student Social Worker. HCC

Ian HOULT County Emergency Planning Officer. HCC

Lal SALLAHEWA Driver and Local Guide.

Kusumsiri Abeythunga Primary Translator

Kumudini Second Translator

Nadishani Third Translator

Our thanks to Mr Gamini, Chairman of Hambantota Urban Council, Sri Lanka, and his Staff, for their support during our stay in Hambantota between 28^th April and 19^th May 2005.

INTRODUCTION TO THE WORKSHOPS AND PACK

The purpose of the Workshops was to share some of the ways of working with children and families that we use in the UK.

The first three workshops were delivered to 90 teachers, pre-school teachers and volunteer community workers, all working with children and their families in Hambantota. The fourth workshop was delivered to 50 adults who had suffered great loss in the Tsunami and were living in two camps. They came from both the Buddhist and Muslim communities. In total 140 people were reached by the four workshops.

Chairman Gamini of the Urban District Council invited us to Hambantota. This was part of the U.K. association of local government's response to the Tsunami in South East Asia.

We all work for Hampshire County Council, which is situated in the southern part of the England. We are all qualified Social Workers except for Hayley Williams who is a student Social Worker.

I am the leader of the team and my name is Lynn Ludford. I have thirty years experience of working with children and their families. I have been a qualified Social Worker for 20 years. I am also a trained Family Therapist.

Currently I am a Service Manager and am responsible for all the family support services in Alton and Aldershot area of Hampshire. I have extensive experience of permanency planning for children, court work and child protection.

Caroline Munro is a qualified Social Worker and is the County H.I.V. Development worker. She is also a qualified Trainer. She has been qualified Social Worker for 8 years but has worked for the Social Services Department for 13 years across all care groups except Mental Health. She is very experienced in working with people around death, dying and bereavement.

Hayley Williams is a student Social Worker (she will qualify in June 2006) and is a qualified Care Manager. She has worked in Social Services for ten years. She works in adult services in the Physical Disability Team. She has experience of working in non-verbal ways with families ( British Sign Language Stage one qualified).

Lorraine Hopkin is the Deputy Leader of this team and is a qualified Social Worker. She has been qualified for 8 years but has worked in the childcare field for 10years and previously in physical disability day services. She is also a qualified trainer. Currently she is Deputy Manager of a Children's Home and is very experienced in working with distressed and damaged young people.

Mark Scott is a qualified Social Worker. He has been qualified for five years but has worked with children and families for 12 years. He works in a Family support team as a field worker and is experienced in court work and child protection.

Rosie Peart is a qualified Social Worker. She has been qualified for 18 years but has worked in social care for over twenty years. Currently she is the County Child Protection Co-Coordinator and is responsible with others for the strategic development of child protection procedures for Hampshire County Council Social services department together with the Area Child Protection Committee. She is also a qualified Trainer.

Our objective for all the Workshops was not only to share our collective experience and our ways of working with children and families but also to give those caring for the children new ideas of how to help them work through their grief and loss.

In the pages that follow we outline the workshops in detail, using our notes to expand certain themes. We share articles and book references that underpin the theory and research that influenced our planning. Finally we offer some of the tools that we use in our work with children in the UK specifically focussing on loss, separation and attachment.

The workshop and the pack is therefore the culmination of all our work in Hambantota between 27^th April and 15^th May 2005.

Workshop 1

Friday 6th May 2005 2-5pm

Middle & Senior School Teachers

Welcome Lynn Ludford

Introduction to the Team Team (Jobs & Qualifications)

Assessment Framework Rosie Peart & Mark Scott

The Matrix Rosie Peart & Mark Scott (not used)

Loss & Grief Caroline Munro

BREAK

Examples of work, around loss and grief, kinship/foster care, teachers could incorporate into their curriculum and or course work. Caroline Munro

Examples of Activities that could be done with the children including Loss and Grief, and Kinship Care

Caroline Munro & Lorraine Hopkin

View display of resources Participants & Team

Parachute Activities

· The wave

· Mushroom

· Ball surfing - The world

Lorraine Hopkin

Closure Lynn Ludford

Workshop 2

Saturday 7th May 2005 9 - 12

Pre-School Teachers

Rainstorm Exercise Lorraine Hopkin

Welcome Lynn Ludford

Introduction to the Team Team (Jobs & Qualifications)

Assessment Framework Rosie Peart & Mark Scott

Loss & Grief Caroline Munro

Parachute Exercises

· The wave

· Popcorn Hayley Williams

BREAK

Examples of work, around loss and grief, kinship/foster care, teachers could incorporate into their curriculum and or course work. Caroline Munro

Activities that could be done with the children to help generate discussions and help them begin to regain confidence in water or the sea.

Caroline Munro

Activities demonstrated

Balloon Chase

· Plugging the Gap

· Water Balls

Lorraine Hopkin & Hayley Williams

View display of resources Participants & Team

Parachute Activities

· Wave

· Mushroom

· Ball Surfing - The World Lorraine Hopkin

Closure Lynn Ludford

Workshop 3

Saturday 7th May 2005 2 - 5

Community Workers

Rainstorm Exercise Lorraine Hopkin

Welcome Lynn Ludford

Introduction to the Team Team (Jobs & Qualifications)

Assessment Framework Rosie Peart & Mark Scott

Loss & Grief Caroline Munro

BREAK

Examples of Activities that could be done with the children including Loss and Grief Work

Caroline Munro

A demonstration of activities that could be done with the children to help generate discussions and help them begin to regain confidence in water or the sea.

· Balloon Chase

· Plugging the Gap

· Water Balls

· Team Working - Minefield

Lorraine Hopkin & Hayley Williams

View display of resources Participants & Team

Parachute Activities

· Wave

· Mushroom

· Crossover

· Ball Surfing - The World

Lorraine Hopkin

Closure Lynn Ludford

Workshop 4

Saturday 14th May 2005 2 - 5

Families

Rainstorm Exercise Lorraine Hopkin

Welcome Lynn Ludford

Introductions All (Qualifications & Our families)

Loss & Grief Caroline Munro

Brainstorm - Their feelings & Losses Hayley Williams & Caroline Munro

Memory Box Caroline Munro & the team

Wishing tree and leaves Caroline Munro & participants

BREAK

Working Together Exercises

· Egg Rescue

· Water bomb Relay Lorraine Hopkin & Hayley Williams

Parachute Activities

· Wave

· Mushroom

· Cross over

· Ball Surfing - The World

Lorraine Hopkin

Closure Lynn Ludford

CLOSING COMMENTS

The participants were thanked for their attendance: the teachers and community workers for giving up their precious free time and the carers for taking the time on a busy Saturday afternoon.

These adults, who had expressed their sceptism at the usefulness of the games we played with them, were urged to remember that, like children, adults need to laugh as well as cry. Through games they had worked together as teams, Buddhists and Muslims alike, and together through play they experienced the feel, smell and taste of seawater for the first time since the Tsunami.

They were reminded that it is crucially important to work together to help each other from their losses. We told them how much we had learnt from them and that across the world people grieved for their loss.

We hoped that they would remember the content of our workshops and they in turn would teach others.

CONCLUSION

This has been a journey for all of us both personal and professional. We have travelled across the world to share our experience and expertise. Our objective was to reach as many carers (parents, family members, teachers, N.G.O's and community workers) as possible in the time we had available in order to help children and adults move through their grieving process in a healthy way.

We reached 140 adults collectively and a number of people individually. In that sense we achieved our objective. But this marks just a beginning. To build on the seeds we have sown future multi-agency teams of Social Workers, Health professionals and Educationalists would need to further develop this work to adapt and refine our programme according to the ever changing needs of the local people of Hambantota.

Lynn Ludford

Lorraine Hopkin

Caroline Munro

Rosie Peart

Hayley Williams

Mark Scott

May 15^th 2005 Hambantota, Sri Lanka.

Introduction to the Assessment Framework & The Matrix

The concept of using the Assessment Framework Triangle is a tried and tested model used in the UK and other countries. It is a model that is used in a multi agency way. All relevant agencies contribute in the assessment. Each agency will have its own skills in working with individuals. Its purpose is to gather information from families and individuals to identify what the issues and needs are and therefore determine what further help is required. It means that it is the individual and family who identify rather than others making assumptions about what is needed.

The Assessment Framework is a holistic model, where the individual's basic needs and the parent/carers ability to meet those needs are considered alongside the community resources. Central to this model is the safety and welfare of the individual.

The Matrix is a tool to help prioritise those people who require services. Everyone has lost something or someone, but the needs of some will be greater than those of others.

Developmental / Basic Needs

Health: what were the Physical, Emotional and Mental health effects of the Tsunami and what are the resulting needs?

Education: How do the children receive an education? Some teachers lost family members themselves. Some Teachers who spoke English, did not survive - how has this affected meeting the children's need in learning English? How can this be addressed? Teachers and children will feel the loss of these teachers. Another trauma perhaps?

Behaviour Behaviours and emotions will be different because of each child's experiences. They will be unpredictable. An awareness of what the signs and symptoms are will be important to recognise and understand.

Identity: Everyone has suffered a loss of someone they know. For children, they may have lost brothers and sisters and/or parents. This changes their position in the family. What is their role now? They may have been the youngest child and now they may be an only child. They may have lost one or both parents. Have they now become a carer for other family members? Who is left in their family? Who survived?

Relationships Family and Social relationships have been seriously affected by the Tsunami. The loss of a loved one changes how we relate to people. It will affect their ability to form relationships with people. People in the tent next door or opposite may have lost no one or everyone. How does this affect what they feel about that family/person? Are they understanding of their neighbours or do they feel anger/ jealousy/ resentment?

Presentation Their social presentation will be deeply affected. They may be withdrawn or appear very happy. They may find it hard to talk to people. They may be angry or may bully others or be tearful. A recognition of the signs and symptoms of trauma is important.

Self Care Some people may stop looking after themselves or others because they are still traumatised. Keep safe work will be helpful to ensure they remain safe.

Parenting/Carers Capacity

Basic Care Sanitation, Hygiene and health checks are all basic needs. What are the current precautions?

Safety Given what has happened and the constant worry and warnings of another Tsunami, how are you going to make children feel safe? All those affected will feel unsafe, living with the threat of another tsunami. What are the hazards to people now? Perhaps the sea is too frightening to go too close? A gentle reintroduction may be necessary. It is important to ensure children are safe from strangers coming in and out of the camps and play with the children is appropriate.

Emotional Warmth. People may need lots of physical contact - hugs. As a displaced child or adult, they will need reassurance, unconditional love and the opportunity to build attachments to their new carers and family. Their ability to attach to their new family may be difficult

Stimulation It will be important for children to be stimulated and this can be achieved through education and play. They need time and opportunities to think about what has happened to them so that their education is not disrupted.

Guidance and Boundaries - children still need structure to bring some degree of normality to their disrupted lives. Normal routines have changed and so a consistent approach in providing a structure is crucial. Their moral and social skills and sense of citizenship is less likely to be affected longer term if these boundaries are in place.

Stability School is a major source of stability. It happens every day and the children have a structured day and a shared experience

Family and Environmental Factors

Community Resources - There are many agencies working around Hambantota. It is key that people are aware of what these resources are and where they can access them. It will be the adults role to promote the agencies and ensure there is clarity about who is doing what.

Family's Social Integration - Everyone has lost someone or something. One of the strengths of this is that it is a shared experience and has clearly brought the community together. However, it may also mean that people will feel isolated. The community has an important role to play in uniting people and the Urban Council, together with the NGO's and the Government can support people in this.

Income There is a severe shortage of income as businesses have been destroyed. People are reliant on aid and donations. This may result in a feeling of a loss of status, particularly for the men.

Employment As above

Housing This is the one factor that affects everybody - most have lost their homes. Living in a tent creates difficulties - lack of space, privacy, but on a positive note, can create a secure environment as all are living near by and develop a community.

Wider Family This is a major strength. It is the norm to look after the wider family. However these circumstances are extreme and create tensions as well. It will be difficult for some families to look after other children when they have lost their own children.

Family History and Functioning - The family or individuals ability to function effectively will be dependent on how they have managed crisis in the past and what the family have suffered in terms of loss - siblings, parents, income. It will be different for each family. Community based projects could build on increasing families ability to function.

THE MATRIX:

The purpose of the Assessment Framework is to identify the individual and family's needs. The Matrix model is designed to prioritise these needs. This will ensure the individuals and family's needs who are greatest receive services ands support first.

The model seeks to highlight how high their needs are as identified in the Assessment Framework, as a result of their trauma. Equally, the Matrix model identifies areas where individuals and families have a level of resilience, which will help them to cope better with the effects of their trauma. Each individual/family has different levels of resilience. This will depend on their loss and personal circumstances. It is very important that all the agencies work together towards building their strength and resilience.

The Matrix has four parts;

1. Vulnerability

2. Protective factors

3. Resilience

4. Adversity

Vulnerability:

· Young children will be more vulnerable as they are totally reliant on their parent/carers for all their needs.

· In some countries, a person's gender can create more vulnerability, e.g. in some countries, the girls/woman are expected to take on the caring, cooking and general housework.

· If a person has a disability, this will increase their vulnerability.

· Due to the Tsunami, there are many people coming into the camps and as such, there are worries the children could approach strangers, or strangers approach them

· Poor or difficult attachment to family or new family

Protective Factors:

· A child is likely to be more protected if he/she has a parent/s.

· Has a carer, particularly if they are placed with a relative.

· The family is receiving an income. This will help to provide the family with many of their basic needs. It will also increase self esteem and give a sense of status within the community.

· Is receiving support from agencies.

· Get support from family/friends and the community

· If the person/family have a wide circle of friends.

· If the child is receiving education.

· If there is adequate food

· If the child is of an age whereby they can be more independent.

· If they are living in conditions which are clean and hygienic.

Resilience:

· If the individual/family is of good health

· Has age and experience.

· Is living with immediate family

· Has control of his/her life and is able to make choices within their life.

· Maintains some structure and normality in their life

Adversity:

· The Tsunami.

· Fear of another Tsunami and false alarms.

· Sanitation and hygiene

· Losing their homes and living in camps.

· Change of structure.

· Poor health

· Losing family members

· Losing friends and colleagues

· Poor mental health

The Stages of Grieving

Grief is a process of physical, emotional, social and cognitive reactions to loss. The grieving process is a hard one to work through. A person needs to be patient with themselves and others experiencing loss. Studies have found that people often go though stages or phases of grief. Although responses to loss are as diverse as the people experiencing it, patterns of stages commonly experienced have emerged. Some of the stages of grief reactions are described below.

Based on models from Elizabeth Kubler Ross from her book, On Death and Dying (Tavistock, 1970) & Colin Murray Parkes in his book, Bereavement (Tavistock 1972)

Shock/Denial and Isolation

A feeling of numbness can last hours to weeks. It is a period often describe as "unreal". Some reactions people experience during this stage are: having disorganized thoughts, feeling unaffected, thinking about suicide, feeling numb, being euphoric or hysterical, feeling outside the body or being talkative or hyperactive or passive. Others will feel in denial of the loss. (ie.; I cant believe they have really gone...it does not seem real)

Anger

Some people will feel anger, possibly towards the person who has died. They may be angry because they have been left alone. They may experience a rapid heart rate, have difficulty concentrating, and become confrontational and aggressive.

Searching/yearning/ bargaining

People will often find themselves acutely missing the person that has gone. Individuals in this phase can be pre occupied with thought of the deceased; they may have dreams about the person who has gone, or nightmares about an event. Reactions experienced may also include sensing that the deceased person is there, seeing or hearing them. Blaming others for the loss; praying for the return of the person.

Disorganisation/depression

During this phase individuals are beginning to live their life without the person and learning new skills. This commonly leads to feeling disorganized as well as needing to evaluate and learn different ways of managing life. During this period people may find themselves bursting into tears at unexpected times and feeling intense sadness, fear, guilt, physical illness and pain.

Reorganisation/Acceptance

People in grief forget that grief is a process and that through this process, new coping skills are learned. The person who has gone will NEVER be forgotten. In most cases of death, most individuals never "get over" the loss. However, survivors learn to live with loss. The intensity of the loss changes, and a survivor can rejoin life. They find that they can eat and sleep again. Individuals may establish new routines and relationships. Sadness and crying still occur at times, whilst simultaneously increased happiness will be experienced.

This is a framework to mourning; we are not machines that can be programmed. There is no timetable for grief and there is no way of determining what people will feel and when. People may move in and out of the stages or return to them at some time. It is helpful to have some idea of the array of feelings that may crop up at some point, people can then look out for them and recognise them for what they are: normal reactions to loss, and normal ways of adjusting to the massive change that has taken place in their life. It is also important to recognise those people who are not coping with the loss and who are finding it impossible to move on without support and advice.

Although most people will reach a stage of reorganisation and acceptance there are certain times in which they can be thrown back into disorganisation and depression. Anniversaries, are occasions when people have to deal with `firsts' - the first Christmas without their loved one, first birthday without them, the first year without them. People can feel under pressure to forget and move on or mark the event, however formal recognition can be helpful and can help the grieving process.

The effects of traumatic bereavement are unique for each individual, and vary in nature and intensity. As well as compounding the grief process, traumatic bereavement can lead to the development of post traumatic stress disorder and depression. However, for the majority of victims the effects will be non specific with age appropriate manifestations, which can vary according to factors such as gender, personality, social and cultural support.

The loss of a parent or primary care giver is one of the most influential events in a child's life, requiring radical adjustment to the child's daily routine as well as the establishment of new and secure relationships with a replacement adult. Previous experience, participation in funerals or rituals, and access to suitable support also affect the severity of grief.

As children understand more and more about the concept of death and what it means in real terms, they must re-evaluate their loss according to this new understanding. The death, which they previously `understood', must now be worked through again.

Bereavement does not occur in a vacuum. Services such as health, education, the police, emergency workers and Social Services also have contact with bereaved and traumatised children and can, by acting to best interests of these children and working in partnership, reduce distress and identify need.

Notes for the workshops

Loss and Grief

The Aim was to raise awareness of the process of Loss and grief using Elizabeth Kubler Ross Model focusing on the 5 stages of Grieving.

Using this model we enabled participants to identify, share and discuss their losses. We then explored these using the 5 stages identifying their issues of physical, mental, emotional and behavioral reactions.

Teachers and volunteers also identified children who were stuck and who were finding it difficult to move through the process. We then offered them several exercises that were specifically designed to help people move through this process.

Memory Box

Memory Quilt

Walk of remembrance.

Working with water

Educational ideas to be used in schools

Memory Box

Having identified that this group had suffered significant losses we needed to be creative around what could be put in a box for many they had lost not only members of their family but all of their personal positions. We demonstrated a memory box with every day items that could be used to evoke strong memories.

Notes from Workshop 4

Brainstorm

The purpose of the brainstorm was to;

1) To help the people identify how they felt following the Tsunami and how they feel now.

2) To help us as workers to understand the feelings and emotions of the families and individuals.

3) To identify the impact and effect the feelings have on the individual and the wider community.

4) To share their feeling as a group and identify that these feelings are shared with others in the community.

The identified emotions and feelings from participants were;

· Scared about the future

· Fear of being alone

· Worried

· Sad

· Its my Water!

· Nightmares

· Difficulty sleeping

· Noise (of the sea)

· Powerful sea

· Physical symptoms

· Help!

· Scared

· Loss of ernings

· Lack of sleep

· Water

· Sound of the sea

· Noise

· Politicians

· Special water

· Angry

· Wind

· In the sea

· Afraid of the sea

· Loss of pasted memories

· Loss of family andfriends

· Is there a future?

What participants say they lost?

· Money

· Everything lost

· Photo Albums

· Houses

· Memories

· Past

· Cant tell people about our past

· Future progress

· No future

· How to get memories back

The outcomes of this exercise were;

1) Loss of a past. Not having any evidence of the existence of loved ones, homes, belongings.

2) Loss of identity and a change of role within the family and the community.

3) Loss of a future. Having no home, money or job.

The difficulties faced with using the brainstorm were;

1) Language. The spontaneity was lost in the translation.

2) The people wanted to tell their whole story of experience during and after the Tsunami.

3) The people have many issues they wanted to discuss. It was difficult to keep the focus to a few words.

Notes for workshops

Education and play

The following are examples of different methods that the events of the Tsunami could be introduced and discussed in an education setting, using the school curriculum. This may help some the children discuss their thoughts and feelings safely. Discussions or topics could be around;

Kinship care/foster care - Extended families looking after children, what are the advantages and disadvantages of this.

Loss and Grief - Not looking at death but other losses as a result of the Tsunami - Jobs, status, money, self-esteem, role. The loss of a past, such as having no photographs or memorabilia. Feeling the loss of a future, will we have a home again or a job? How we grieve for these things.

Subjects in school that this may be introduced:

Mathematics; Using speed, distance and time to discuss the Tsunami.

English; Looking through literature discuss other world catastrophes, how are they portrayed in the media? Write articles for an international paper. Have debates over international aid and visitors to Hambantota, is this positive or negative? Make up poems and songs. How are families who foster portrayed on the television and in magazines

Science and Geography; what impact has the Tsunami had on marine life; what has happened to the fish? Has any choral been affected? How has the Tsunami affected the earth, have there been land changes? Issues of pollution, and the long and short term effects on the environment. Did the full moon have anything to do with the Tsunami?

Art; Make a memory quilt of those who have passed away. Individuals and/or groups could design, draw, and/or paint - images and symbols which recall and remember events of the Tsunami. These could be recreated by sewing or embroidering art work onto small squares of material and fixing them together into one big quilt.

Group projects:

Make a long Memory wall. Get different year groups to choose a day and each pupil make a small square personally describing that day. It could be on fabric or painted and glued together.

Example;

1) The day before the Tsunami

2) The day of the Tsunami

3) Several days afterwards

4) Some months afterwards

5) Life in the Camps

Looking to the future, the memory wall can be added to by looking at new beginnings, new community villages with new homes and businesses. This could be put out pinned to posts and people can walk through and have a feeling of moving on. This may be used on anniversaries or for memorial events to help with collective mourning.

Music and Drama; Write songs, plays of kinship care, or keeping safe, debates and role play.

PHSE - Personal health and social education. What is grief? Discuss anniversaries and their significance in the grief process. There will be many anniversaries that will bring up the grief and loss over and over again. Do a calendar of significant family events. The importance of families.

Do geneograms and family trees. To enable children to remember their family history.

Youth councils and citizenship; Forming of a school council to encourage discussion about the development of the young peoples community and future needs of children and young people - with the aim of them being involved in identifying and sharing development that meets their needs.

Physical Education: Use games to raise self esteem. We have some examples with us.

The resources we have brought can be used to create stimulating activities for children and young people. Used as part of a group work programme these activities can assist individual and groups to function more effectively at school and in their social lives.

These activities can be used to help develop self esteem, confidence leadership, communication skills and teamwork. This is possible because they engage people on a number of different levels. They are purposeful, provide tangible results and a focus for discussion when reviewing the activity afterwards.

To achieve the objectives of the activity the group will automatically become involved in physical action, thought and emotion. They can also be a great deal of fun!! Which may be reason enough for doing them. The activities can be adapted according to individual needs and circumstances.

Some examples: to be demonstrated in the workshop

Using Water;

Sense of smell, touch, weight and texture

Sponge Balls

Water Bombs

Balloons filled with water

Activities;

1) Name game - In a circle pass or throw soaked balls or filled balloons. Shout the name of the person you are going to throw to.

2) Stop the leak - Teams fill a container which has holes in it using the sponge balls, they have to work together to plug the holes and fill the container.

3) Clap it - 2 teams of equal numbers each have to clap a balloon filled with water to burst it while it hangs on string.

* Sea water can be used to introduce the smell and texture of sand and sea.

Trust Listening Skills and Communication

Rope

Ball

String

Activity:

1) Night line activity - Blind fold the team and follow a rope course and communicate in English.

2) Ball talk - Hand ball to each other and describe a different event

3) Shields - Make a coat of arms, remembering family names, favorite events.

4) Parachute games - Make waves with motion, roll small balls around the parachute get them on a color, bounce the balls around. All run under and change position.

5) Water mat - or use paper. Write or draw memories, feelings, experiences or private messages.

6) Egg rescue - A raw egg is mounted on two foot high pole which is staked into the ground. A rope enclosure is places around the poles approximately 2 meters square. Two teams are given a bag of equipment containing 2 meters of wire, 1 small sieve, 12 inches of string, 24 inches of tape and 1 small plastic bag. The aim is to retrieve the egg safely using the equipment provided without entering the square.

7) Mine Field - Problem solve how to get a bucket of water out of a square using rope. A square is marked out 2 meters away from the bucket; this area must not be entered.

BIBLIOGRAPHY

BOOKS:

Abrahms R (1999) 2^nd Edition When Parents Die. Routledge Oxon

Cairns K (2002) Attachment, Trauma and Resilience British Association for Adoption and Fostering London

Dearling A, Armstrong H (1994) The New Youth Games Book WM Print London

Department of Health (1999) Framework for the Assessment of Children in Need and their Families HMSO London

Faupel A, Herrick E, Sharp P, (1998) Anger Management David Fulton Publishers London

Macbeth F, Fine N, ( 1995) Playing with Fire New Society Publishers Gabriola Island.

Rosenbloom D, Williams , Watkins BE, (1999) Life After Trauma Guildford Press Ltd London

Sanders G (1991) Volume 1 The Pictorial Guide to Group Work Activities

Strong T, LeFevre D (1996) Parachute Games Human Kinetics Leeds

BOOKLETS:

Loss and Grief Booklets. A Guide for Relatives and Professionals. Produced by the Royal Hospitals.

Lane F Let's Play these Games. Practical Publications Surrey.

The Woodcraft Folk (1996) 2^nd Edition Games, Games, Games The Woodcraft Folk London

Wood D Really Wet Games Printforce Ltd