present his experiences and he wanted to express his hurt, I was moved by how he was able to convey his painful memories. Equally, Kay made several references to the lack of her voice throughout the process. When I asked Kay what should have happened and how Kay could voice what was going on for her, she responded with: They asked me how I felt and they never asked should’ve …. Never… (Kay) Kay goes further and gives her view of the reasons as to why never asked and ‘they’ describes her home life during that time: I was looking after my baby brother and sister at that time making sure he was up, making sure he got fed and cared for, I was technically their was…was parent! (Kay) The power in delivery of this cannot be conveyed through written text to the Kay’s true extent that it was heard. It was in descriptions and realising the hearing Kay’s limitations of trying to capture meaning as Kay gave a moving example of the reality of her home life. She went onto describe the expectations of her school life and the stark differences between her home life. I was the one that had to bring my little sister and brother so I had to up… cope with that and then I had to cope with exams and do them as well and people asking me to do coursework and getting bullied and then that… making sure that there was food in the house as well, cleaning and doing all the shopping as well. (Kay) Kay goes on to state that should have asked how I felt and they never “they did…” the simplicity in this basic but yet powerful desire needs no explanation as Kay conveys the meaning of this so eloquently. The notion of Kay not being asked something as simple as do you presents many dilemmas when as ‘how feel’ practitioners we are constantly devising systems to access young voice. people’s Kay and experiences leave me to reflect in how and what we ask relating to Carl’s how the young person is feeling, experiencing the decisions made around them? 5.13 Being listened to
present his experiences and he wanted to express his hurt, I was moved by how he was able to convey his painful memories. Equally, Kay made several references to the lack of her voice throughout the process. When I asked Kay what should have happened and how Kay could voice what was going on for her, she responded with: They should’ve asked me how I felt and they never asked …. Never… (Kay) Kay goes further and gives her view of the reasons as to why ‘they’ never asked and describes her home life during that time: I was looking after my baby brother and sister at that time making sure he was up, making sure he got fed and was…was cared for, I was technically their parent! (Kay) The power in Kay’s delivery of this cannot be conveyed through written text to the true extent that it was heard. It was in hearing Kay’s descriptions and realising the limitations of trying to capture meaning as Kay gave a moving example of the reality of her home life. She went onto describe the expectations of her school life and the stark differences between her home life. I was the one that had to bring my little sister and brother up… so I had to cope with that and then I had to cope with exams and do them as well and people asking me to do coursework and that… getting bullied and then making sure that there was food in the house as well, cleaning and doing all the shopping as well. (Kay) Kay goes on to state that “they should have asked how I felt and they never did…” the simplicity in this basic but yet powerful desire needs no explanation as Kay conveys the meaning of this so eloquently. The notion of Kay not being asked something as simple as ‘how do you feel’ presents many dilemmas when as practitioners we are constantly devising systems to access young people’s voice. Kay and Carl’s experiences leave me to reflect in how and what we ask relating to how the young person is feeling, experiencing the decisions made around them? 5.13 Being listened to