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Someone Touches My Belongings

Roo Bloom · Social Stories · roobloom.com

  1. My brother has my teddyMy brother is playing with my special teddy.
  2. He didn’t askHe didn’t ask me first.
  3. I might feel crossI might feel cross, worried or upset.
  4. My things belong to meMy things belong to me.
  5. Helping my bodyI can help my body before I use my words.

    I could try… Squeeze my hands, then let go · Count slowly · Take slow breaths

  6. I can say “Please ask first”I can tell my brother what I need.

    I can say: “Please ask first. That’s my special teddy.”

  7. I can ask for it backI can hold out my hand and ask for it back.

    I can say: “Can I have my teddy back, please?”

  8. A grown-up can helpIf it’s hard, I can get a grown-up to help.

    I can say: “Mum, can you help me, please?”

  9. I can keep it safeI can put my special things somewhere safe.
  10. My things matterSaying “Please ask first” is fair. I am not being mean.
  11. I am learningI am learning to look after my things with my words.

I can remember

  • My feelings are okay.
  • My things belong to me.
  • I can say, “Please ask first.”
  • I can get a grown-up to help.
  • I can keep special things somewhere safe.
For grown-ups

What this story teaches

That the child’s belongings are theirs, that it is fair to want people to ask first, and how to say so without grabbing: words, a held-out hand, or a grown-up’s help. It also shows asking first goes both ways.

When to use it

  • When a sibling or visiting child keeps picking up special things.
  • Before cousins or friends come over to play.
  • After a fight over a toy, on a calmer day.

For this story

  • Agree on a few “special things” that don’t have to be shared, and help your child keep them out of reach.
  • Back your child up when they say “Please ask first” — and help the sibling ask, too.
  • If someone touches your child’s body or hurts them, that is different: your child can always say “Stop” and tell a grown-up.

How to use it

  • Read it together on a calm day, not mid-meltdown. In the hard moment itself, fewer words help more: stay close, keep everyone safe, and save the story for later.
  • Read it again just before a tricky moment you can see coming: on the way to the park, the night before a haircut.
  • Make it fit your child: skip pages, stop when they’ve had enough, swap a detail as you read so it matches your child’s day, or read only the “I can remember” card.
  • Add your child’s first name on the story’s opening page and it appears in a line or two. The name stays in this browser and is never sent anywhere.
  • Use the story’s words in real life (“No means not right now”), and model them when you hear “no” too.
  • Notice tries, not perfect calm. Big feelings are allowed; the story is about what to do with them.

Good to know

  • These stories are for everyday disappointments and changes. They never mean a child should put up with pain, fear, unsafe touch, bullying or anything that hurts — telling a trusted adult is always the right answer there.
  • Nothing here asks a child to make eye contact, hug anyone — family included — stop stimming or stop crying. Crying and moving are ways bodies cope, and headphones or a break are always allowed.
  • Where a story says a grown-up will do something — stop when a hand goes up, give a warning, keep a “later” spot — make sure it really happens, or change that page. A signal that isn’t honoured teaches a child their words don’t work.
  • The aim is understanding and choices, not a quiet or compliant child. Asking “why?”, saying no to touch and disagreeing in words are skills to welcome.
  • Visual stories help many children and not every child. Adapt, skip or change any page. This is an educational resource, not therapy or medical advice.