Author: Hemali, Holiday Camp Leader  
Subject: SEN Child with ADHD and Autism (Unnamed for Confidentiality)  
Date: Summer Holiday 2024  
Product Used: Happy Heads Card Game

Introduction

In the summer of 2024, a South Ockendon holiday camp, hosted over 30 children, including a mix of both Special Educational Needs (SEN) and non-SEN children aged between 5 and 11 years. One particular child with ADHD and autism exhibited significant behavioral challenges, including uncooperation to staff and peers. Traditional methods of intervention, including verbal reminders and redirection, had limited success in improving his behaviour. After observing the child's affinity for structured play, particularly games that offered a mental challenge, the Book of Beasties card game was introduced as a targeted intervention. The case study explores the impact of play on this child’s emotional regulation and social engagement.

The Challenge

The child in question displayed various behaviours that were potentially disruptive to the group, including confrontations with both staff and peers. His parents advised the staff to encourage activities that appealed to his interests, specifically board games. It became evident that the child enjoyed cognitive challenges and that engaging his mind could potentially influence his mood and behavior.

Given his needs, it was crucial to find a tool that not only captured his interest but also facilitated emotional expression in a way that he found non-threatening and engaging. The Book of Beasties game, introduced during a training workshop, was chosen for this purpose.

Intervention: Happy Heads Card Game

Happy Heads is a therapeutic card game aimed at helping children recognise and articulate their emotions. Through character-based interactions, children are encouraged to identify with the feelings of the fictional “beasties,” offering a safe and playful avenue to explore their own emotions.

During a session, one of the staff members introduced the game to the child, hoping it would serve as a bridge to help him express his emotions and manage his behaviour. The game’s format, which involves helping the characters navigate their feelings, immediately captured the child’s attention.

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Observations

The following positive changes were observed over the course of the child’s interaction with the game:

- Emotional Engagement: The child appeared to empathise with the game’s characters, expressing concern for their wellbeing. He verbalised the emotions of the characters, which allowed him to connect with his own feelings in a safe, indirect manner.
 
- Calmer Demeanor: After playing the game, the child demonstrated a notable reduction in disruptive behaviour. He became more polite to staff members and kinder to his peers.

- Social Inclusion: One significant outcome of introducing Book of Beasties was the child’s increased social integration. Other children, intrigued by the game, began inviting him to play with them. This was a marked shift from earlier in the week when complaints about his behaviour were frequent.

- Collaborative Play: The game provided a platform for collaborative problem-solving, allowing the child to engage with his peers in a cooperative rather than confrontational way. This social interaction appeared to boost his confidence and sense of belonging within the group.

The Broader Impact of Play

This case highlights the profound impact of structured, emotionally supportive play on children’s social and emotional development. Book of Beasties succeeded not only in engaging this child with SEN but also in promoting a more inclusive environment where all children, regardless of need, could participate.

The game provided a dual benefit:  
1. For SEN Children: It offered a structured yet creative space where children with difficulties in emotional regulation, such as this child with ADHD and autism, could process feelings in a way that didn’t feel overwhelming or confrontational.
2. For Non-SEN Children: It helped build empathy, as the other children who joined in were able to relate to or assist the characters in the game. They learned how to express support, kindness, and patience, essential skills for emotional and social development.

Conclusion

The introduction of Happy Heads into the lub setting proved to be a valuable tool in improving the emotional and social wellbeing of the children. For children with SEN, the game offered an accessible way to explore and articulate their feelings. The child, who had previously exhibited challenging behaviors, was able to express empathy, calm himself, and engage with his peers more positively.

This truly demonstrates the power of play-based interventions in supporting emotional development, particularly in settings with diverse groups of children. By creating a non-judgmental space for emotional expression, Book of Beasties enabled children to develop empathy, self-regulation, and social skills in a fun and interactive way.

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Recommendations:

Given the success observed in this case, it is recommended that *Book of Beasties* be incorporated into more structured playtime activities, especially for children with emotional or social difficulties. Regular play sessions could help foster an emotionally supportive environment where all children, regardless of their individual needs, can thrive.

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