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A Loo for You, A Loo for Me A PAMIS Changing Places Toilet story, created in 2023 with Lochies School and funded by Clackmannanshire Council. About World Toilet Day What are Changing Places Toilets? About this Resource A Loo for You, A Loo for Me All suggested activities can be found via the link at the bottom of the page. Have a read through of the story to see our suggestions for additional items you could gather to help bring the story to life. A loo for you, a loo for me We all need somewhere safe to pee You could share a toilet picture or photograph, if this is not a signifier or object of reference. To cover their tracks and not be found Cats will bury their poop underground Activity - Modelling Clay Poop Bury in sand, soil or kinetic sand. Sloths live high up in a tree But they have to climb all the way down to pee Activity - Climbing Sloth Or you could rustle leaves, allow participants to explore some bark pieces. If touch is tolerated, perhaps they may enjoy a gentle clawing stroke up and down their arm or leg. Don’t worry! They have algae all over their back So they can hide and not be attacked Use a damp green sponge or green felt, perhaps wet or damp g reen cellophane to explore, or drape over arms and hands To avoid the hunting cat’s prying eye The hummingbird poops up high, in the sky Activity - Paper Hummingbird craft activity You can hold them, attach them to the ceiling, create a mobile or hang them from a rail or clothesline to encourage looking, tracking and/or reaching. Another fun activity is to take wet tissue paper and splat 'bird poop' onto a tray, or a table or onto hands or arms. Little rabbits, well they are very clean They hop out from their burrows to use their latrine A bunny sock puppet is easy to make and uses only a few items. Or explore 'hop' with a punch balloon, bounce ball or a spring. To avoid the shark and his spiky teeth The little fish pee in the coral reef Activity - Coral Reef Sensory Board Use cardboard or similar resource cut out spiked shark teeth Water squirters are fun to use for fish 'pee' Like people, Alpacas will patiently queue And wait to use their public loo Activity - Alpaca But if there’s no toilet for far and wide People have to go to the toilet outside Look up, down, all around Everyone say a big “Oh no”, or record on Big Mack or Talking Tile In bushes, in grass and rivers too Because there’s nowhere else to go to the loo Any natural items could be explored here, such as leaves or grass. Pour some water into a bowl for the river. In this country we have lots of loos But they’re not safe for us all to use Everyone say a big “Oh no”, or record on Big Mack or Talking Tile Some of us need to be changed lying down But without the right equipment, there’s only the ground Ceramic tile or a stone * be trauma aware - this may trigger adverse reactions, feelings, memories And who wants to lie on a toilet floor? There are millions of germs, maybe even more Activity - Sensory bags Germs make you sick and spread disease So, can you make our toilets safer please! Continue to explore sensory bags A loo for you, a loo for me. Because (and we think you’ll all agree)… You could share a toilet picture or photograph, if this is not a signifier or object of reference. We ALL need somewhere safe to pee. CPT radar key Back

The crow that would not go A PAMIS Creating Together project developed by the PAMIS Story Squad and inspired by the work of the PAMIS online Art Group. Funded by Shared Care Scotland and Clackmannanshire Council. About the story The crow that would not go The suggested activities can be found via the link at the bottom of the page. You can enjoy the story with the sound buttons, gather the items we use in our story or create your own story - gather lots of items and invite participants to choose their favourites to scare away the naughty crow! There are lots of scarecrows on the farm All standing proudly with outstretched arms All day and night they guard the corn In the field right next to the big red barn But one day, a big crow swooped down. And started pecking at the ground "He's eating the seeds! Oh no, Oh no! Naughty crow, off you go!" But the crow would NOT go! The scarecrows shouted "Shoo crow, shoo!" Then Scarecrow Emma said "I know what to do!" She shook her yellow shaker at the crow... But the crow would NOT go! The scarecrows shouted "Shoo crow, shoo!" Then Scarecrow Quinns said "I know what to do!" He jangled his red bells at the crow... But the crow would NOT go! The scarecrows shouted "Shoo crow, shoo!" Then Scarecrow Cooper said "I know what to do!" He brushed his big broom at the crow... But the crow would NOT go! The scarecrows shouted "Shoo crow, shoo!" Then Scarecrow Blair said "I know what to do!" He honked his horn at the crow... But the crow would NOT go! The scarecrows shouted "Shoo crow, shoo!" Then Scarecrow Kodi said "I know what to do!" He tringed his bike bell at the crow... But the crow would NOT go! The scarecrows shouted "Shoo crow, shoo!" Then Scarecrow Kacie said "I know what to do!" She flashed her torch AND rustled her tinsel at the crow... But the crow WOULD NOT GO! The scarecrows all looked at each other And said "Okay, let's try this TOGETHER!" They shook, jangled, brushed, honked, tringed, flashed and rustled at the crow... AND THE CROW FLEW AWAY! HOORAY! Back

PART 3 Using Stories About this session Participants will be introduced to the idea that stories create meaning and give understanding to events that happen to us. We do this by the way in which we construct stories about these events. Important underlying values and principles of stories will be covered including ideas of being able to re-author your story, re-membering, finding exceptions in your story, honouring strength and resilience as well as honouring other things that are important to us, respecting other’s stories and flexibility (recognising that there is no single truth). The pre recorded presentation will end with an exercise inviting participants to think about and reflect on what stories we tell about ourselves and others. It will introduce people to ‘thin’ descriptions and ‘rich’ descriptions and ask them to think about the origins of the stories that we hold about ourselves. Learning Outcomes By the end of this training session, participants can expect to: . Back

Imagination Imagination offers us the opportunity to recreate and remodel our world. It plays an important part in our mental and emotional health. It offers endless opportunities for connection to ourselves, others and our communities. Imaginative play helps relieve stress and improve relationships. Imagination supports knowledge and experience of the world around us. It enables exploration of the unknown. The Imagination Toolkit blends stories of real-life events with the mythical and through this offers a pathway into exploring emotions through narrative and story. Imagination is a powerful tool and when active it can help generate ideas that lead to action that can ultimately bring about powerful change. Research has shown that imagination sits in the same part of the brain as memory but the processes operate in different ways. Imagining something can be as vivid as remembering something. Imagination is the ability to form a mental image independently of the senses. However, when imagining something independently we draw on memory of smells, sights, sounds, touch to form our imaginary world. When experiencing nature, the sights, sounds, smells of the seasons all impact on my imaginary thought. We need personal experience to fuel our imagination. Think about a world with no books, or creative activities, like film, drama, dance, art etc. All these everyday things in life would not exist without imagination and what a very different world it would be without them. You just have to watch young children play to see how quickly they learn about the world around them through their imagination. It is imagination that creates hope and change in this world. Without imagination we would lead very different lives. Imagination, however, can also create emotions of helplessness, fear, anger, anxiety and worry which can lead to sadness, overwhelm and depression. Like little seeds in a garden these worries can grow and if unattended these powerful feelings can emerge, become overgrown and take over. This is where story and narrative can support an exploration of these emotions. The Imagination Toolkit is our gift to you, to help people with profound and multiple learning disabilities and those that support them to explore their emotions during times they feel challenged by helping them ignite their imagination. This toolkit has been designed to help open the door to a creative exploration of the power of imagination and help everyone to imagine a better life for all. PART 1 PART 4 PART 2 PART 5 PART 3 PART 6 Back

The Imagination Toolkit A Multi-Sensory Storytelling Resource for challenging times. The Imagination Toolkit is a resource that helps people with profound and multiple learning disabilities (PMLD) and those who support them, to explore their feelings and emotions through the narrative of multi-sensory stories. An experiential course accompanies the resource and introduces people to reasons why stories (narrative) give meaning to our lives and are important in helping to process emotions, particularly during challenging times in our lives. The resource will explain how stories give meaning and understanding to events that may be emotionally challenging for people with profound and multiple learning disabilities. Everyone deserves to have the opportunity to have their feelings acknowledged and it is no different for those who have no voice. The resource provides a practical framework where people with profound and multiple learning disabilities and those caring for them can explore emotions together through multi-sensory story narrative. The course will also provide opportunities to learn how to design, develop and deliver multi-sensory stories. It also explores the importance of the story space and how being in that space helps to develop a model of practice based on presence, trust and knowing. The Imagination Toolkit provides you with practical skills to help you to connect with people with PMLD during challenging times through multi-sensory stories and it is lots of fun too! Log In This resource is password protected and accessible by approval only. To enquire about the resource, please contact maureen.phillip@pamis.org.uk Back

Privacy Policy A legal disclaimer The explanations and information provided on this page are only general and high-level explanations and information on how to write your own document of a Privacy Policy. You should not rely on this article as legal advice or as recommendations regarding what you should actually do, because we cannot know in advance what are the specific privacy policies you wish to establish between your business and your customers and visitors. We recommend that you seek legal advice to help you understand and to assist you in the creation of your own Privacy Policy. Privacy Policy - the basics Having said that, a privacy policy is a statement that discloses some or all of the ways a website collects, uses, discloses, processes, and manages the data of its visitors and customers. It usually also includes a statement regarding the website’s commitment to protecting its visitors’ or customers’ privacy, and an explanation about the different mechanisms the website is implementing in order to protect privacy. Different jurisdictions have different legal obligations of what must be included in a Privacy Policy. You are responsible to make sure you are following the relevant legislation to your activities and location. What to include in the Privacy Policy Generally speaking, a Privacy Policy often addresses these types of issues: the types of information the website is collecting and the manner in which it collects the data; an explanation about why is the website collecting these types of information; what are the website’s practices on sharing the information with third parties; ways in which your visitors and customers can exercise their rights according to the relevant privacy legislation; the specific practices regarding minors’ data collection; and much, much more. To learn more about this, check out our article “Creating a Privacy Policy ”.

About World Toilet Day World Toilet Day takes place each year on 19th November. It highlights the critical importance of clean, safe toilets and good sanitation. The hummingbird was the symbol of World Toilet Day and World Water Day 2023. In the ancient story, a hummingbird does what she can to fight a great fire – carrying droplets of water in her beak. Her actions – even though small – are helping solve a big problem. You can be like the hummingbird. The more ‘hummingbirds’ there are, the bigger the impact. Back

PART 1 An introduction to Story About this session This session will discuss types of stories, why they are important and ways in which they can be enjoyed. Introduce multi-sensory storytelling. Use of the voice - parentese, musicality Significance of the story space Learning Outcomes By the end of this training session, participants can expect to: Have a knowledge of the Understand Be able to Back

This resource was created to offer people supportive and creative ways to work with story and people with profound and multiple learning disabilities during difficult times in their lives. The resource is grounded in work that PAMIS has undertaken over the years and is informed by people with PMLD and what they have taught us. It also draws on elements of research undertaken by PAMIS, Occupational Therapy, Narrative Therapy, Mythology and the work of Carol Day . It is a practical toolkit to dip into and explore the world of story and emotion, packed with useful information that blends narrative and story in creative ways that we hope will inspire you to create your own stories to support the people you support. Context of the Resource The resource is underpinned by narrative theory and approaches to support people with profound and multiple learning disabilities through the use of story It is person centred which means that the starting point is always the person who you are working with. It aims to be flexible and to allow parents / carers / teachers to use their own knowledge and expertise about the person they work with / care for This means that people will develop their own unique ways to use the story and work with the resource We do not specify a particular way of using the stories, but give you some ideas so that you can develop a way that works for you and your context. In doing this, we are recognising that everyone has the ability to be a story teller in their own unique way and that the stories we hear / tell in everyday life are all constructed according to the interaction of a person and their unique experiences. Don’t be afraid to experiment or use the stories in a way that works for you – there are no right or wrong answers! How to use the Resource Wording about Sections and completing etc Back