Diary: A lighter take on the week.

There appears to be a chill wind blowing through the 9am train from Kings Cross. I have the correct plug for my laptop this time, and had aimed to catch up on some report writing, but my gloved fingers, in gloves, struggle to hit the keys. Later, I visit a 15-year-old in secure care. The unit has worked with him very well, and he is reaching the end of his time there. Today he is conversant, and the visit gives me the satisfactory glow of time well spent.

I am a believer in the effectiveness of the “to do” list, but it gets a bit confusing when I have three on the same day. I have resolved to be more efficient at writing and distributing care plans for young people. The subject is one of two being offered to our team for training. My name is the only one next to the team manager, and we seem to be losing heavily to the rival topic, issues about contact. I’m tempted to change sides, but remember that “nasty medicine” can be good for me.

A boy I have been working with is coming off our specialist fostering scheme. He has not engaged much with his placement in recent months, and has been staying with his grandmother, who lives in the area he grew up in. One positive from his placement is that he has a good relationship with the carers, and I hope he will be able to contact them in the future. It at least feels like he is coming out of this with something.

There are opportunities to become involved with new work. I resolve to hold fire, as I want to focus my energies on the team’s restructure. Over the years I have managed to retain a healthy enthusiasm, but part of that is also not becoming over-committed. Late in the day I attend a supervision order review meeting. The boy has made progress in recent months, and is being reintegrated into a mainstream school. The main light has blown just before our visit, and it was the darkest review I have experienced.

University course restarts today. I am studying for an MA in Practice Education. After a full and frenetic week, I find it difficult to become the reflective participant. I want to be in control, rather than start at 10am, and have breaks for coffee and lunch. There is a grumpy gremlin on my shoulder belching “Get on with it!”. Today we focus on teaching techniques, and theories of adult learning. Those woolly gloves come back on again as I trudge down the high street in the rush hour rain ready to take another long journey home by train.

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