SUBJECT: National Office NZ Report February 2006

Incredible people doing incredible things: greetings and Kia Ora. Membership 3082 families

Calling a Grandmother from Hamilton:
Natalie a Grandmother from Thames met you on Whangapoa beach on 16/1/06 you had a full time grand called either Willow or Wallow, you also had another grandchild with you called Summer. Natalie is raising 2 grandchildren and she would love to make contact again. Please phone the GRG Trust office on their 0800 number and they will give you her telephone number.

Wellington GRG’s:
Your GRG support group is arranging a 'Seminar on Wills', Monday 3rd April at 11.30 a.m. Please contact either Cecile Donovan on 04 477 0632 or Barbara Jeffries on 04 526 4318 to register.

Next of Kin:
UK TV Mondays at 7.30pm: Now people this show really hits home. Penelope Keith is raising 3 grandchildren.

Mama Bear Baby Bear: Book for GRG children.
I want to introduce my new book "Mama Bear Baby Bear" The book is about the forbidden fruit of the forest (drugs/alcohol) and grandparent raising grandchild because of it. Go to www.mamabearbabybear.com to read about the author and order on line. Linda Silvas "Little Tree" PO Box 178 Carlsborg, WA 98324 U.S.A

There are very few books available for our children on this subject, so come on you budding authors put pen to paper! At the end of this newsletter we have reproduced with permission a story for children written by 2 grandparents who raise their grandchildren.

Tots to Teens magazine:
One of our grandparents informs us she has an article in this magazine released in February…..it is called Grand Larceny, keep a look out for it and may many more follow.

New GRG Support group to start:
We welcome Myna Bristow who is keen to start support group in Ruawai Dargaville, she can be contacted on 09 439 2489. Myna & husband are raising 4 mokopuna. Thank you, Myna. This brings our total to 42 groups.

Our GRG Handbook:
This has now been translated into Samoan and will soon be heading of to the printers. We will inform you when it is available. This when done will mean we have this in English, Maori and Samoan. We give thanks to the ASB Trust who enabled this to happen.

Te Awamutu GRG support group reports:
At this stage GRG’s have monthly outings – we have a van that has been provided – by the Kainga Aroha
Community House……..fabulous!

Word of Warning:
Regarding the UBC yearly review paperwork that WINZ sends out for you to fill in, please ensure you keep a copy of this. One of our members has reported she did fill it in and post it back to them, but WINZ claimed they have not received it. Therefore they have cancelled the children’s UCB and she now has to reapply to the review panel. Also make sure you put your return name and address on the back of the envelope.

CYF Caregiver training: 2006: Free!

01-03-06 Older Child Rotorua
02-03-06 Caregivers Induction New Plymouth
03-03-06 Non-Violent Crisis Intervention (NVCI) Tauranga
03-03-06 Safe Caring Christchurch
04-03-06 Caregivers Induction Nelson
07-03-06 Managing Behaviour Waitakere
07-03-06 Managing Behaviour Palmerston North
10-03-06 Family Dynamics Waitakere
11-03-06 Caregivers Induction Hastings
11-03-06 Caregivers Induction Wellington
16-03-06 Safe Caring South Auckland
16-03-06 Managing Behaviour Greymouth
17-03-06 Legal Issues Hamilton
20-03-06 Safe Caring Gore
22-03-06 Non-Violent Crisis Intervention (NVCI) Porirua
24-03-06 Family Dynamics Waitakere
30-03-06 Caregivers Induction Christchurch
31-03-06 Caregivers Induction Rotorua
01-04-06 Caregivers Induction Paeroa
07-04-06 Non-Violent Crisis Intervention (NVCI) Napier
07-04-06 Understanding Maltreatment South Auckland
07-04-06 Understanding Maltreatment Whangarei
07-04-06 Safe Caring South Auckland
07-04-06 Caregivers Induction Greymouth
08-04-06 Child Health Christchurch
08-04-06 Caregivers Induction Palmerston North
11-04-06 Non-Violent Crisis Intervention (NVCI) Morrinsville
12-04-06 Family Dynamics Invercargill
13-04-06 Caregivers Induction South Auckland
18-04-06 Non-Violent Crisis Intervention (NVCI) Waitakere
22-04-06 Caregivers Induction Tauranga
22-04-06 Non-Violent Crisis Intervention (NVCI) Blenheim
22-04-06 Caregivers Induction Oamaru

To register: please contact Maxine Carroll on 0800 227 305 or fax 04 9132168.
CYF will reimburse petrol money and child care costs.

Family Support Tax Credit
What is family support?
Family support is different from child support, which a parent pays to the person who has custody of their child.
Please note that family support cannot be paid for children you're receiving a foster, orphan's or unsupported child's benefit for, or if you receive a parent's allowance.

Working for Families 2006:

In-work payment
What is in-work payment?
In-work payment is a payment for families who are in paid work. From 1 April 2006, the in-work payment will replace the child tax credit for eligible families.
Do you qualify for the in-work payment?
To receive the in-work payment from 1 April 2006, you need to be in paid work and receiving a salary or wages or be self employed. Your normal work hours need to be at least:
• 20 hours a week if you're a sole parent, or
• 30 hours a week if you're a two-parent family, with either you and/or your spouse or partner normally working these hours.
If you receive accident compensation after 31 December 2005 due to injury, you can still qualify for in-work payment if you had normally worked the required hours each week prior to your injury.

In-work payment when you qualify for only part of the year
If you work the required hours for only part of the year, we will work out how much you can receive, based on the number of weeks that you qualify.
In-work payment when you share care of a child
If you share care of a child or children, you may qualify for in-work payment if the child or children are under your care for at least one-third of the year on average (122 days a year or five days each fortnight).
Reasons you may not qualify for in-work payment
You won't qualify for in-work payment for the weeks when your family income includes:
• an income-tested benefit
• a student allowance.
How much is the in-work payment?
In-work payment will pay up to $60 a week per family with one, two or three children, with an extra $15 per child for the fourth and subsequent children.
Income limits for in-work payment
You may receive the in-work payment from 1 April 2006 if:
You have: Your total annual family income is up to:
1 child $69,320
2 children $81,540
3 children $93,760
4 children $109,880
5 children $126,000
6 children $142,120
These amounts will be lower if you receive a foster, orphan's or unsupported child's benefit for any of your children.
You can earn more and still get in-work payment if you have:
• more than one child aged 13, 14 or 15
• a child aged 16, 17 or 18
• more than six children.
• NOTE WELL: Orphans/Unsupported Child Benefit are NOT asset tested.

Family tax credit

What is family tax credit?
This is an extra payment to ensure that a family's after-tax income does not fall below $15,080 a year (approximately $18,368 before tax). From 1 April 2006, it will increase to ensure an after-tax income of $17,680 (approximately $21,658 before tax).
To receive family tax credit, at least one parent must be working for salary or wages. Keep reading to see whether you qualify for family tax credit.
We pay family tax credit into the bank account of the principal child carer every week or fortnight, or as a lump sum after the end of the tax year.
Do you qualify for family tax credit?
Requirements for working hours

• in a single-parent family, you work for salary or wages (including income from withholding payments or earnings by IR56 taxpayers) for at least 20 hours a week
• in a two-parent family, you and/or your spouse or partner work for salary or wages (including income from withholding payments or earnings by IR56 taxpayers) for a total of at least 30 hours a week.
If you and/or your spouse or partner normally work the required weekly hours but are injured and are paid accident compensation instead, you can still qualify for family tax credit.
Other requirements
You must also qualify for family support to get family tax credit.
Family tax credit when you qualify for only part of the year
If you work the required hours for only part of the year, we work out how much family tax credit you can receive, based on the number of weeks that you qualify.
Family tax credit when you share custody of a child
If you share care of a child or children, you may be entitled to a family tax credit, but only for the time the children spend with you.
If you have any questions, please call us on 0800 227 773 or, if you and/or your spouse or partner are in business 0800 377 774.
Reasons you may not qualify for family tax credit
Certain sources of income
You don't qualify for family tax credit for the weeks when your family income is from any of the sources below, unless you or your spouse or partner also work the required hours for another employer:
• NZ Super or a student allowance
• self-employed earnings
• shareholder-employee earnings, or dividends from a close company in which you have at least a 10% shareholding
• employment by your spouse or partner.
When you receive any of the above, the only way you may still qualify for family tax credit is if you or your spouse or partner also work the required hours for another employer.
You don't qualify at all for family tax credit for any weeks when your family income is from:
• an income-tested benefit UNSUPPORTED CHILD BENEFIT IS NOT INCOME TESTED.
• a veteran's pension
• a parent's allowance.
If you have any questions about whether you qualify for family tax credit, please call us on 0800 227 773 or, if you and/or your spouse or partner are in business call us on 0800 377 774.
We strongly encourage you to telephone IRD.

Asperger’s Syndrome.
One of the most common diagnoses these days seems to be Asperger's syndrome. In fact, just about any kid who is a bit weird seems to provoke the response, "perhaps he has Asperger's?"

So, here is an article on it:

Asperger's syndrome: What is it and what do you do about it?
Actually, before we can even discuss that, we have to look at the whole notion of what a "disorder" is.
You see, it is not like the rest of medicine. Most things are black and white, yes or no. You either have broken your arm, or you haven't. You have an infection or you don't. But when it comes to human behavior there really isn't such a thing as "normal".

What do I mean by that? Well, almost all human behaviors can occur with almost anyone, given the right circumstances.
So, rather than behaviors being normal or abnormal in a medical sense (like a broken arm is not normal), they can only be defined as normal or abnormal in either a statistical or social sense.

A statistical definition or normality means that the vast majority of people (usually 95%) would show that particular behavior. So anyone who is outside of that 95% is not normal. By this definition, anyone who is particularly dim (i.e. less clever than 97.5% of the population) would be "abnormal" (we call then "learning disabled") and anyone who is more clever than 97.5% of the population would also be abnormal (we call them "gifted" or "geniuses"). But in a medical sense, (unless they have clear brain damage, such as from an injury or palsy) they are just part of the wide range of "medical normality". A similar state of affairs occurs with tall and short people. Too tall and we call you a giant. Too short and we call you a midget. But either way there might be nothing actually "wrong" with you - you are just at the extremes.

A social definition of normal refers to what we, as a society, consider to be appropriate and acceptable behavior.
Thus stealing and lying are normal considered to be "wrong"
and therefore not "normal". Similarly, people who are rude or socially clumsy are often inappropriate (and may offend
people) and so, again, are considered not normal. And this is where Asperger's comes in.

In the past, people who are now labelled as "having Asperger's" would have been labelled either as "eccentric"
(if they where just strange, but harmless), or else as "maladjusted" or deviant in some other way if they were eccentric and unpleasant with it.

So what is "Asperger's"?
Asperger's Syndrome refers to people who show difficulties in social communication. They have difficulty in recognising and using social cues, and so are often clumsy or inappropriate in social interactions. As a result, they often come across as rude or insensitive.

The also tend to have unusual interests and behaviors. Typically they may have strong interests about specific topics that border on being obsessional. One picture of Aperger type behavior is the peculiarly British hobby of trainspotting. This involves standing for hours on end in train stations, taking notes of the serial numbers of passing trains, with the goal of "spotting" every train in existence. There are even books published listing rows and rows of train numbers!

Asperger children also have very firm ideas of right and wrong, and won't hesitate in arguing the toss with a teacher. They are typically unable to consider shades of grey and will see all issues in black or white terms.
Now, none of these behaviors, in themselves, are so strange or abnormal!

The problem is that society doesn't quite know what to do with people like this. Just as society is very inconvenient for short people (can't reach the desk) and tall people (have to duck through doors), so society is not designed for eccentric people who have a very different view of the world. Especially schools, who like all children to conform to their view of what children should behave like. And so these children often rub people up the wrong way, and end up getting frustrated, angry, and in trouble. In the past, these children were either tolerated as being odd or "loners", or else they ended up in serious conflict with authorities. These days they are more likely to be "diagnosed" with Asperger's.

So what does a diagnosis mean?
Again, unlike in medicine where there is something clearly something wrong (like a germ causing an infection), there is nothing "wrong" in Asperger's. At least, nothing that can be identified with any blood tests, x-rays, etc.
A diagnosis of Asperger's is made purely on the basis of the descriptions of behaviors as provided by family, carers, teachers, etc. It is usually considered to be part of the Autistic Spectrum, which means as you go along the scale to more and more social difficulties, it gradually blends in with Autism. If you like, Asperger's is like a mild version of Autism.

So does it help, having a diagnosis of Asperger's? That is the key question! And the answer can be yes or no:
YES if, as a result, parents and teachers make the effort to learn about what it means and how best to adapt their behavior, and expectations, so as to best help the child to succeed.
No if, as a result, they are simply discriminated against as having "something wrong with them" or if people the think there will be some kind of treatment or cure for it.

Because, the reality is that the diagnosis really shouldn't make any difference at all to what people do - IF THEY ARE PROPERLY CLUED IN TO CHILDREN'S BEHAVIORS. (But they rarely are). Why do I say that? Because helping an Asperger's child requires exactly the same principles as managing ANY child - you get to know your child's individual personality and learning style, you get to know what motivates or doesn't motivate him, and you adapt your strategies and expectations to that. If you do that properly, you will come up with the right strategies for a child whether or not they have the diagnosis.

But the reality is that few parents or teachers are like that. For them it may be helpful to have a diagnosis so they can then think in a different way about how to help the child. They can, for instance, find some books about it, and read about strategies that do and don't work with such children. Because "treatment" of Asperger's consists 100% of adjusting YOUR behavior and expectations so as to create an environment in which the child can flourish. There is no medication that will "treat" Asperger's (although some medications can sometimes be of some help with aspects of their behavior - see a psychiatrist about that.)

So, given what most teachers are like, the reality is that these children will most likely do best in an environment in which the teachers have had previous experience of Asperger children. These are the teachers that can best adapt themselves to help the kids to succeed. Also, the reality in this day and age is that you may be able to get more resources and more funding if your child has a diagnosis than if they don't.

So, how do we put this all together? These, I believe, are the main points:
If someone suggests that your child might "have" Asperger's, don't treat it as some kind of insult or that your child is abnormal in some way. Instead, go and get some books and read up about it. If, as you do so, the books seem to be describing your child, then you might learn some useful ideas on how better to help him.
Share these ideas with the teachers. If, despite doing all that, your child still has difficulties in fitting in with "normal" expectations, then DO something about it. Don't just wait for the problems to go away, as they probably won't.

Doing something may involve one or both of the following:
1) Changing school to one that has more experience of children like yours. That might mean special school. Don't put up with a school that is constantly labelling your child as a troublemaker. The school is the single biggest determinant of how well these children do as they grow up. Put them in a critical, punitive environment, and they will have major problems later on. Put them in a caring, understanding, flexible environment and the can do very, very well indeed.

2) Getting an official assessment to get the "label". Having the label might open doors to more funding etc. But don't fall into the trap of thinking that "having" the diagnosis means anything different than not having it. Either way, you child is still your child, and will respond to the right management. Just use the label as a tool to get the right school and the right support.

Finally, whether or not you have the official diagnosis, if you think your child might have Asperger type difficulties, read the books! Learn as much as you can about how they think and what they respond to. And then work hard to give them the best possible environment that you can. It can be hard work, but it WILL pay off in the long run.

Incidentally, the principles of behavior management as described in my book apply to kids with Asperger's just as they do to any child. By understanding first the principles, and secondly the way Asperger children think, you will be able to come up with some effective ways of handling their behaviors that will make a real difference to how they turn out in the long run. And how do they turn out? Well, they will always be a bit "odd" or "different", just as tall children will be tall adults. But with the right support and encouragement they CAN find their own niche and live successful lives, even in modern society!
As ever, you can pick up The GOOD CHILD Guide as an instant download from here:
http://www.good-child-guide.com/index1.php
Dr Noel Swanson. MD

We were sent this via email, we share.

My Name: "Is Meth"

I destroy homes, I tear families apart, take your children, and that's just the start.
I'm more costly than diamonds, more precious than gold. The sorrow I bring is a sight to behold. If you need me, remember I'm easily found. I live all around you-in schools and in town, I live with the rich, I live with the poor. I live down the street, and maybe next door.
I'm made in a lab, but not like you think. I can be made under the kitchen sink.
I have many names, but there's one you know best. I'm sure you've heard of me, my name is Crystal Meth.
My power is awesome, try me you'll see. But if you do, you may never break free.
Just try me once and I might let go. But try me twice, and I'll own your soul.
When I possess you, you'll steal and you'll lie. You do what you have to just to get high.
The crimes you'll commit for my narcotic charms. You'll lie to your mother; you'll steal from your dad. When you see their tears, you should feel sad.
But you'll forget your morals and how you were raised. I'll teach you my ways. I take kids from parents, and parents from kids. I turn people from God, and separate friends. I'll take everything from you, your looks and your pride... I'll be with you always--- right by your side.
You'll give up everything-your family, your home, your friends, your money, and then you'll be alone
I'll take and take, till you have nothing more to give. When I'm finished with you, you'll be lucky to live.
If you try me be warned-this is no game. If given the chance, I'll drive you insane.
I'll ravish your body; I'll control your mind. I’ll own you completely; your soul will be mine. The nightmares I'll give you while lying in bed. The voices you'll hear from inside your head.
The sweats, the shakes the visions you'll see. I want you to know, these are all gifts from me. But then it's too late, and you'll know in your heart.
That you are mine, and we shall not part. You'll regret that you tried me, they always do. But you came to me, not I to you. You knew this would happen, many times you were told. But you challenged my power, and chose to be bold. You could have said no, and just walked away. If you could live that day over, now what would you say? I'll be your master, you will be my slave. I'll even go with you, when you go to your grave.
Now that you have met me, what will you do? Will you try me or not?
It's all up to you.
I can bring you more misery than words can tell. Come take my hand, let me lead you to Hell.
If you care enough, please give this profound poem and share the deadly out come of this drug that is killing our Young People.

This was written by a young girl who was in jail and addicted to Meth. True to her poem the drug owned her and on her release from jail Meth found her again. She was found dead from an overdose not long after her release.

Thomas and his Magic Blanket
By Nancy Dyba & Dee

Thomas Derrick lived in a red school house. Actually it wasn’t a school like anything Thomas knew, but his grama assured him that it was indeed a school house and she had gone to school there many, many years ago when she was just a wee little girl. Thomas wasn’t sure that grama ever had been a little girl, but she said it was true, and since she was grama it must be so. Thomas had lived with his grandmother for as long as he could remember.

He had always lived in that red school house too, at the end of the road with tall trees that swayed and talked to each other every time the wind blew. But it was only when he was five and a very grown up young man (his grama always told him he when he was being grown up) that he had moved all the way up the stairs to a tower almost on top of the roof. Grama told him that it had once been where the school bell was kept, but Thomas preferred to think of it as a castle way high above the world and all the trees where he was king.

In the school house castle with Thomas lived his grama that had blue hair, yes BLUE! But he liked the colour blue. She had glasses with shiny diamonds on them. They hung on a gold chain around her neck or sat on the end of her nose. Thomas didn’t think she ever looked through them, just over them or around them. He knew she was at least 60 years old but when he was just a little boy, about 4, he thought she was at least 100 years old.

In the school house at the end of the tree lined lane, with Thomas and Grama, lived Poppa. Thomas wasn’t sure what other people called him, but he and grama mostly just called him poppa. Poppa was tall, really, really tall, and he had BIG feet that always seemed to be sticking out in Thomas’ way. He wore pants that had suspenders to hold them up because he was so tall, and always carried a tape measure, to see how things measured up, he said. In his shirt pocket he had round life savers, the kind of candy with a hole in the middle. Thomas loved those candies, especially the red ones, but poppa’s were always kind of minty and bluish white and when he ate them on a dark night, Thomas could see tiny blue sparks between his teeth.

Thomas didn’t know how old Poppa was, but he thought he was older than dinosaurs, because he knew all about them. Whenever Thomas asked about dinosaurs, Poppa knew how what they ate, where they lived, how big they were and if they could fly. Thomas liked to think of the dinosaurs flying and he often thought he would like to fly himself.

When Thomas started school, his friends asked him where his momma was, but Thomas didn’t know because he hadn’t thought about it much before. When he asked that first time, when he was four, Poppa and Grama told him that his momma had died in a car crash and they had brought him home to live with them.

His friends thought this was terribly sad, but as the years had gone by he came to accept this. Upstairs in his room was a blanket, it was big, blue and yellow and very soft; it had Blue’s Clues printed on it. And Thomas Derrick was very, very fond of it. His grandmother said it was the very same blanket that she had bought him home in after his mother had died. When he was little and feeling sad, grandmother would tuck him up inside it and somehow it made him feel better. He did not know why but it worked. As he grew older he found the blanket held a secret. The blanket which he called Banney, took pride of place upon his bed.

He had started school at 5 years old and this was a scary experience for him. On the way to school, he held tightly to grandmother’s thin hand. She walked him to his classroom and stayed until he was settled; leaving him with reassuring words to face these new children all alone. Most of the time, Thomas Derrick was a very happy child, and he learned many new things as fast as they unfolded before him.

But there was one little boy who was mean to him, no matter how many times he tried to become his friend it just did not work. Thomas came home that first day a very sad boy. Grandmother cuddled him in her arms and just whispered gently, give it time, give it time. That night after dinner and his bath she snuggled him into bed under his favourite blanket.The night was warm, very warm, so he cast off his sheet and other blankets and crawled under the big, soft blue and yellow one. He immediately felt cooler.

While Thomas snuggled and cuddled in his soft blue and yellow blanket it began to float in the air. It wasn't high, just a little float, but it felt so good, like he was swinging high in the air on a tree branch. Each time Thomas Derrick cuddled in his blanket, it would begin to float and sway.

One day he had a bad day at school. His favorite yellow crayon broke, someone else got his favorite swing first, his juice spilled in his lunch bag, and he forgot how to run the rabbit around the tree when he tried to tie his shoes. When he got home, poppa's dog Mister sniffed at his funny shoe string and tried to piddle on it.
Thomas went straight up to his room high in the tower; he needed a good blanket cuddle!
It wasn't there!

He went down on his knees and began dragging things out from under his bed..............out came the green dinosaur, out came one red boot, out came a dead cricket (he'd been saving it for a rainy day), twenty seven broken purple crayons and the scissors he had used when he cut them up, two pieces of red string, he'd forgotten why he saved that, but alas no blanket.
He searched high and low; things were flying in all directions as his search became a panic.

Grandma heard the noise of things being thrown and rushed in to his room. The cat he called Dog came scampering from his room at a great rate.

“Thomas,” called grandma, “what ARE you doing?”
“I can’t find my blanket!” he said in a worried voice.
Grandma laughed out loud, “I took it to get it cleaned today and we can pick it up later!” she said.

“Oh no, said Thomas,” the words came from his mouth before he even realized.
“What’s the problem?” asked Grama.
“Nothing,” he replied innocently, but he was secretly worried the blanket’s magic powers would be washed away and Thomas began to reluctantly tidy his room. (Envision a little freckle faced kid quickly sweeping everything back under his bed) When he finished the job, Dog returned and took up his place on the window sill. But Thomas Derrick worried all the while that the powers would be destroyed, or that someone would discover what that special blue and yellow blanket could do.

Finally Grandma called, “Time to go and pick up the blanket!” They both climbed into the battered old truck, Poppa waved at them from the vegetable garden where he was pulling out weeds, and off they bounced, over the bumpy road. Thomas loved this. He bounced up and down in his seat and grandma sang silly songs that made him laugh.

In a few minutes they finally arrived in town. It was not like a city, as it only had about 10 shops. Today the most important shop for Thomas was the laundry. They parked the truck and out he got and ran ahead into the shop, well ahead of his grandma. “Good Morning, may I help you, young man?” said the tall shop assistant.

“Do you have my Blue and yellow Banney?” he asked.
“Mmmmm,” said the assistant, “Where is your claim ticket?”
“Come quick, we need the chit,” he called to his grandmother. She rummaged through her handbag and found the crumpled piece of blue paper. In Thomas’ eyes it looked like it was made of gold, for it meant he could get his most precious item back.
The assistant went to the back and returned with the blanket. It was wrapped in plastic and rustled in a funny way the blanket had never done before, almost as though it was talking to him.

Thomas quickly tore it off as he had to be sure this indeed was his blanket. It quit talking to him. It looked the same but a lot cleaner. Yes it was his. It had all the frayed edges in the same place they had been. When he was a wee child he would pull at it those edges, and suck on them when he was really worried or tired. But he didn’t do that anymore. He pulled one corner up to his nose and inhaled deeply, it smelled very different.

A worried frown appeared on his forehead and thoughts raced through his mind. He wondered if it could still fly him off to safe places or if the wash had removed all the magical powers. He was very quiet on the way home; even grandma’s silly songs did not bring a smile to his face.

The old truck bounced and jounced and tickled his insides, but Thomas just sat very quietly in the truck. He was very, very worried indeed. The truck popped over the last hill and dipped down around the corner and Thomas’ tummy did a nose dive just like it always did when they rounded that corner. He looked up at his room, and felt safer as he always did when he thought of his castle-room.

He looked up at grandma and his tummy felt funny again. She had quit singing silly songs, and her eyes weren’t watching the road anymore. They were looking toward the garden where Poppa had been pulling weeds. Thomas’ tummy did a nose dive, only there was no bump in the road to cause it. Grandma was looking at a funny heap of clothes in the middle of the cabbages and lettuce, and there were tears running down her face.

Not only did Thomas’ tummy hurt, his eyes began to sting, and it was hard for him to breathe. He knew he wasn’t going to be able to wait to test the magic flying powers of his blanket, he needed it now. This wasn’t like the time the little boy at school had called him names, and the blanket had lifted him above it. This wasn’t like the time his rock collection had gone missing and he had used the blanket to calm himself down while he looked for it, this was Grandma and Poppa!

As soon as the truck wheels stopped turning, Thomas had slammed the door open and raced for the staircase. His room was waiting, and the blanket magic better still be there, and he was going to need it. Something was wrong with Poppa, because he was taking a nap in the middle of the garden, and something was wrong with Grandma, because her eyes were spilling water, and Grandma never did that.

In his bedroom, Thomas shook the blanket out on the floor, and lay down on one corner. Over and over he rolled, wrapping that blanket around him from corner to corner. All the while he kept thinking and hoping that the magic was still there. When the ragged edge of the blanket where he sucked on it folded over his face, Thomas Derrick knew it didn’t matter how the blanket was folded, or what it smelled like. The magic was still there and stronger than ever. Thomas felt himself lift off the floor and drift out the open window. He heard Dog meow as he passed the curtains, and lift off into the air above his safe castle.

Faintly, far below, somehow Thomas heard voices. He heard a siren, and then he heard some men talking. He heard grandma crying, and then he heard Poppa’s voice rumble and rumble. It didn’t sound right, but it was Poppa all the same.

He felt so comfortable and so safe way up there, wrapped in his blanket. He just wrapped the blanket tighter around him and closed his eyes with the swaying and movement of it. He drifted off, and it seemed there were stars around him, and soft cotton clouds that made everything warm and pleasant to the touch.

For the longest time Thomas drifted, wrapped in his blanket. He knew that he still was high above the garden that something was going on down there, but it didn’t bother him, and his tummy didn’t hurt like it sometimes did when new things beyond his control happened. He heard the voices quieten down, and he heard the siren move away and over the hill, and still he hung and swayed in the wind. It was almost like his heart beat back and forth, back and forth, back and forth….

“Thomas!” called grandma’s voice. “Thomas?” The swaying slowed and he seemed to drift back closer to the ground and his open window. “Thomas, where are you Thomas?” Thomas peeled the blanket back from his face. He peeked out from the folds and saw the edge of the blue curtains flutter as he sailed back past them. He had to reach out and rub his nose suddenly when he felt Dog’s whiskers brushed his nose on his way through the window.

“Oh Thomas!” whispered grandma’s voice, “Oh Thomas, I need you so much! May I use your magic blanket? May I come with you please?” With a gentle bump Thomas knew he was back in his own castle room high above the world. But Grandma was there, and somehow she knew about the magic of the blanket. More than that, she wanted him to share it! Carefully, so as not to bump into anything, Thomas Derrick unrolled his magic blanket and sat up, blinking.

He saw grandma, with her weepy eyes and worried voice. He saw his blanket sitting flat on the floor just inside his bedroom window. He saw blue curtains floating out the window, He heard a funny rumble deep in Dog’s throat, and he felt grandmother’s tears damp on his face. “Oh Thomas!” she said, “Poppa stepped on a hoe in his garden and fell down. “He couldn’t get up, so I called the ambulance, They said he just banged his head and broke his leg, but I needed your blanket sooooo much, as I was terribly worried and needed its magic to help me handle things until they were alright.

“Oh Grandmother,” Thomas Derrick said as he stood up with the blanket in his arms. He wrapped it carefully around Grandma’s shoulders and crept carefully onto her lap even though he was such a great big boy. As he pulled it over their heads he began to feel the sway and knew that there would never be anything he couldn’t handle as long as he had his grandma and his magic blanket near.

Much, much later Thomas and blanket and grandmother drifted softly back into the room and landed with a soft bump. ”Grandma,” Thomas whispered, “Grandma, do you suppose Poppa could use the magic blanket to help him while his leg and head get better?”
The end

Aha I will agree to this one! ?
This happened to me. - I was talking on the phone to my 10 year old grandson, and I said I was going to tell you something but I have forgotten what I was going to say.
Kurtis said, "that happens to me to Grandma, you know what I think, I think sometimes our brains are just too full”

Di
National Convenor and the team.
E te Atua, aroha mai..... O God shower us with love
Ka kite
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