Launchpad 🚀 - Learning CPR

This past month our Launchpad participants were able to take a first aid/CPR class that was tailored just for them.  It was a wonderful learning experience; not only did they gain valuable, life saving skills, but it also taught them that people with disabilities can do many things they never dreamed they could do!

The class began with a reminder that in order to be effective in helping a person in need of aid, one must remain calm, and clearly assess the situation.  If you don't start with those steps your efforts may be not actually be beneficial.  Once everyone had grasped that concept, we moved on to the practical side of things.

We learned the indications for using the Heimlich maneuver first.  After that we practiced doing the Heimlich maneuver.  We recognized that while all of the participants could assist an infant, a person who is dependent on crutches or wheelchair cannot easily perform the maneuver on an adult. But it's still a skill worth learning -  you never know when you might use it!

Then we spent some time learning to perform CPR and the proper use of an AED.  Again, some techniques have to be modified for those with mobility issues, but it's easy enough to slip out of a wheelchair and down onto the floor.  Fortunately, CPR does not require the rescuer to be able to stand unaided.

After mastering the basics of CPR and the Heimlich maneuver, the teacher specifically emphasized the importance of prevention and situational awareness. A person performing a rescue must take care not to become a casualty themselves!

This class turned out to be much more meaningful and valuable than we had anticipated. Learning the skills that can save a life is a huge accomplishment (and also a big responsibility).  But even more than that we gained the recognition that disabled people are also very capable in responding to an emergency situation.  Both are invaluable lessons!

Mama's Little Helper

QX  has been in our care for the past 6 years.  She was born with Down syndrome and abandoned as a small infant.  When she was 4 years old, her orphanage asked if she might be able to join one of foster families.

QX has benefited greatly from being in a family.  

Like many children affected by Down syndrome, she is delayed in a number of areas.  But her foster parents have helped her to make so much progress – far more than if she had remained in an institutional setting.  

Although her speech is still somewhat unclear, she loves to talk and is a little chatterbox.  But what she loves more than anything is helping out.  Give her a table that needs wiping down, or a basin of dirty toys, or a floor that needs to be swept and it’s like she just won the lottery!  

Of course, this is not just a matter of chores getting done.   QX is gaining confidence, independence and valuable life skills while “helping” out at home.

QX demonstrates a great deal of care and compassion toward others.  We know this is because she has seen this modeled over and over – in her own foster family and her classroom.  Recently she was with her brother at a lesson on traditional Chinese medicine where the children were learning about treatment with moxibustion cups.  She noticed that the one of the cups started to slip, so she rushed over to help out and stabilize it.  The teachers were quite surprised by her attentiveness and sense of responsibility! 

We are grateful to all who support our work; you are making it possible for us to provide nurturing, family based care and educational and vocational opportunities to little ones like QX.  Thank you! 

Mystery Boxes - A Lesson in Giving

 During winter holiday, we received a donation of shoeboxes filled with gifts and were asked to distribute them to children who would benefit. These boxes were special because they were put together by students from a school in Beijing. Each box contained items like stationary, small toys, craft materials, wearable items, and handwritten notes with encouraging words. 

We gave out the first batch of gift boxes to a group of children living in a less developed area of a central Chinese province.  These kids come from difficult family backgrounds, each dealing with their own set of challenges. We had planned a one-day SEL (social emotional learning) fun-and-activity event for them over the Chinese New Year holiday break. We thought this would be a great time to give them gifts—as a way to send good wishes for the new year. 

The question was: how could we arrange this so it becomes more of a learning opportunity, rather than just another moment of receiving donations? 

Over the years, we have noticed that both children and adults who are used to being recipients of donations often develop a sense of dependence or even entitlement. Some began to see themselves as “charity cases,” which can shift their focus away from building skills and working towards a better life, and more toward getting things for free. 

Please do not misunderstand! Donations are vital. They help people through tough times and remind them they are not forgotten. However, as an organization, we always need to think about the balance between giving with kindness and receiving with dignity.

So what did we do?

                         

One of our staff members explained to the children, “A group of kids your age heard we’d be holding an event in your amazing hometown. They’ve never been here and were curious about you and where you live. So they wanted to send a little something to say hi. They each packed a shoebox with small things they chose themselves, and they want you to know it doesn’t matter that you don’t know them. Just have a great semester!” We used the expression “good wishes” instead of “gifts”, to shift the focus away from the object and onto the thought behind it. 

To make the moment fun and fair, we turned it into a blind box opening. A staff member closed her eyes and randomly handed each child a box from the large shipping package. Once everyone had one, they opened them all at the same time. The room was filled with “aww” “wow” and big smiles. Of course, not every item was a hit—some kids looked a little disappointed. 

          

That’s life, isn’t it? Sometimes what we get is not what we want. But in a safe and supportive setting, kids can practice handling those feelings. They can learn to speak up, solve problems, accept that disappointment is okay, and above all, no grabbing from others! When the excitement settled down, we announced that anyone who want to swap items could, as long as both sides agreed. Some traded, and some gave things away freely, without expecting anything in return. 

With help from the facilitators, the children shared how they felt when they first opened their boxes—excitement, surprise, curiosity, happiness, disappointment, and joy. Together, they reflected on the joy of receiving, and how special it feels when someone gives you something you truly like. 

The final step was for each child to design a blind box for someone they love—a parent, a friend, or anyone they care about. They were encouraged to think about what that person would love to receive. We also reminded the kids, “gifts don’t have to cost money.” They could include “service coupons”, like a ten-minute massage, washing the dishes, or telling a joke to make someone laugh. 

Learning to “give” is just as important as learning to receive. It shifts the focus from “what can I get” to “what can I offer”. It builds empathy, creativity, and a sense of purpose. Giving helps children see that they have value to add to the world, not just through things, but through thoughtfulness and care. 

In our work, we often talk about how children should not feel like they are being pitied. That is not solved by nicer wrapping or softer words. It is solved by helping them step away from the receiving end and experience what it feels like to give. One of the most powerful ways to honor a donation is to show children that they, too, have something to offer. Along with the gifts they received, they also walked away with a chance to pass on love and kindness to someone else. 

A Family and Future for L.Y.

We'd  like to share about a boy named L.Y. who has been in our care for the past 3 years.  L.Y. was 12 years old when he arrived at the orphanage, and they asked if he might be able to join our “family model of care” project.

L.Y. was sent to the orphanage because his father had passed away, and his mother was suffering from mental illness.  When she was hospitalized, there was no one left to take care of him.  Although he has no known medical or developmental issues, L.Y.’s chaotic family situation during early childhood certainly left him at a disadvantage.  We were very happy to welcome this shy, quiet boy into our Little Flower “family”.

L.Y. has benefitted greatly from having a stable family structure.  His foster parents have been helping him learn his way around the kitchen and he enjoys helping prepare meals.  

School is getting more challenging as he gets older, and he’s very grateful to have the support he needs to do well in his studies. 

L.Y. enjoys playing basketball when he has free time.  

He’s a very determined young man who works hard to succeed at whatever he puts his mind to.  The younger children really look up to their very gentle “big brother”.  

We are so grateful for your support; you make it possible for us to provide nurturing, family-based care to disadvantaged children who would otherwise end up in a typical institutional setting.  Our goal is to provide L.Y. with the vocational skills he will need to become fully independent once he finishes high school.  We’ve been able to arrange for him to take some classes in traditional Chinese massage.  

At this time, he’s considering either learning to cook professionally, or perhaps continuing his training in massage and pursuing that as a full-time career.  Whatever he decides, we are so grateful to be L.Y.’s family and provide the encouragement and support he needs at this very vulnerable stage of his life.  

Launchpad - Meet Luke!

 We wanted to give you a chance to get to know the participants in our Launchpad program.  We interviewed each participant so that they could share their stories, their hopes and how this program is helping to shape their future.

YG first came to our baby home as a tiny infant, so we have known him his whole life. He was born with spina bifida and received the life saving surgeries he needed though our medical program, and later joined one of our foster families.  He's now a young adult, navigating an ever changing society as a person who uses a wheelchair.

Could you please introduce yourself?

My name is YG, and my English name is Luke. I'm 20 years old and I like hands-on activities.

 How would you describe what you’re doing in the Launchpad program? 

I live in an apartment with three buddies, and Uncle and Auntie. I come to the social work center everyday, where we learn to do handicrafts and learn different professional skills. For me, that is huamo*. I read books and watch teaching videos about it, and I also make huamo for everyone to eat as practice at the center.

 

What do you enjoy most about being part of this program?

My favorite part is learning to cook. Every time when I try to cook, I look forward to what comes out of it, to tasting it. It is very different between how it looks and how it tastes. Once I enjoyed it so much that I cooked THREE complete dishes.

Do you have a favorite dish to cook?

Yes, Coca Cola chicken!

Is there a moment when you felt proud of something you achieved during training?

Yes. Although beading is not my favorite thing to do, it makes me really proud when others like the bracelets and lanyards I made and are willing to buy them.

 

What motivates you to keep learning or working in this field?

For me, it is huamo and beading, because I can make money doing them. Besides, the process of making them is highly enjoyable, you know, when you are really in the zone.

What are some things you’re learning about living independently — managing time, money, relationships, or daily life?

I think for me, I’m really learning about interpersonal relationship, how to interact with different people, which I had never experienced before. For example, I regularly interact with our landlord and professionals working in my compound, like cleaners, guards, and property management staff. I need to communicate with drivers on the bus of our usual routes [since I use a wheelchair and requires their assistance every now and then].

 

After we moved into our current apartment, we found the bus stop right next to it was not accessible at all for us wheelchair users. So we made some phone calls to the city hotline and other relevant departments, and eventually it was fixed!

What are your personal goals for the next one or two years?

Next year I would really like to take a leave from the social work center and spend a month with my previous huamo teacher to learn and make more sophisticated huamo. He has agreed to give me a discount, and I have saved up the money.

 
Where do you imagine yourself five years from now? What kind of person or professional would you like to become?

In a couple of years, I hope I will be able to live independently, to have a job and make enough money to rent a small apartment. I want to be independent and go to different places.

What message would you like to give to younger youth who are going to start their training?

Be patient. Don’t seek a quick fix. Try to see beyond what is immediately in front of you. For example, beading. It might not be exactly what you want to do, but try to think of what it brings you. Focus on the change of your way of thinking, because it is the environment that changes a person.

-------------------------------------------

---

* Huamo—traditional Chinese steamed bun, particularly popular in northern China. It is made from flour and shaped by hand into various auspicious patterns or forms, such as flowers, animals, or the Chinese character for "good fortune" (福). Typically used during festivals, celebrations, or ritual activities, huamo serves not only as food but also carries symbolic meanings of blessings and good wishes.

Five years with P!

P is a ten year old boy who has been in our care for the past 5 years.  He was born with a cleft lip and palate and abandoned at the front door of a beer factory at one day of age.  P was in kindergarten when his orphanage asked if he might be able to join one of our foster families.

When P first arrived, his speech was a little bit unclear but now he speaks clearly and confidently.  He’s matured into a very smart and capable ten-year-old.  His foster parents say that he is helpful to his siblings and does his chores cheerfully without having to be reminded twice.  

P is doing very well in school and he loves to read.  

Of course, like any typical boy he has lots of energy to burn off… one of his favorite things is to go outside and run!

P has recently had the opportunity to begin an extracurricular program studying traditional Chinese medicine.   This innovative program was developed by a group who teach traditional Chinese medicine and are hoping to bring this knowledge to the next generation. P was selected among a small group of students at his orphanage to participate in the program.  

His teachers are impressed at how well he is able to grasp the concepts and recite the traditional texts. 

We are so grateful to all who support our work.  You make it possible for us to provide nurturing, family-based care to children like P.

Made For Love - Understanding Identity in Adoption

Currently we are taking on a new project, that is, writing a practical manual for Chinese families who are considering adoption. Until now, we have worked primarily with children inside orphanages and from disadvantaged family situations. We have also worked with adoptive families in China and abroad, whose experiences, struggles, and reflections have helped shape our understanding. This manual is our first attempt to organize the knowledge we have accumulated so far into a tool kit for domestic families who are preparing to adopt today.

As we started writing, one topic quickly stood out as both essential and difficult: identity. In the English-speaking adoption community, identity is a central concept. It refers to a person’s internal sense of who they are, where they come from, and where and how they belong. Adoption professionals speak openly about “adoptive identity development”, “narrative integration”, etc. However, in everyday Chinese family culture, identity is usually understood more externally: family name, ancestry line, social role and status, or household registration. 

Often, the question of identity is inseparable from another deeply rooted practice, where adoptive parents do not tell their child about the adoption. This is meant to protect, especially for those who are adopted young (Many parents who adopt older children also try to avoid this topic). In their view, knowledge of earlier abandonment or institutional care might burden the child, cause insecurity, or bring about social stigma and even bullying. Silence means a clean slate, a shield, as if to say, “if you never have to know, you can grow up carefree.” 

At the same time, children grow up, and they cannot help but notice and wonder. Questions emerge when they compare faces, family stories, and medical histories, for example. It is human nature to seek coherence in their life stories, and what begins as protection may gradually become an obstacle to trust and self-understanding. 

In our manual, we treat secrecy not as a mistake to correct, but a caring strategy that needs to evolve as the child grows. We present quotes and examples from real adoptees who shared their experience of secrecy and openness. We show that disclosure is not something that we do “in the heat of the moment”, but a continuous conversation that grows with the child. Therefore, an important question to ask is: “How can we share our child’s story in ways that feel safe and age-appropriate at each phase of their development?” 

Once parents begin to see silence and secrecy as flexible, talking about identity start to make sense. Identity is introduced as the child’s developing answer to “Who am I, and where do I belong?” We emphasize that adoption does not erase a child’s earlier story, even when that story is painful or unknown. Instead, adoptive parents become companions in helping the child hold their whole story safely. 

Our hope is simple: to help Chinese adoptive families understand that identity is not a problem to prevent, but a process to protect and support. Honesty, openness, and respect for the child’s questions are not foreign ideas—they are acts of care that help children grow into secure, whole adults.