frustrated in the interview context when the researcher did not understand her. For example, when the researcher returned with a summary of stories to check the Sara’s researcher’s understandings of them, Sara was frustrated when referents had been misunderstood or misinterpreted. For example, in the following extract she attributed communication breakdown to both the researcher and herself (e.g., could we get and to the “how confused actually?”) researcher (e.g., do you get “why confused?”). Sara, Interview 3 [The researcher was clarifying information about friendships from a transcript of a previous interview] P: Why do you get confused? I: I it Well that could be actually here know. See I’m reading upside down. So it’s Susan. because you said your parents know her parents. So your parents maybe know doesn’t don’t her parents. Is that what you meant? P: I know what I was saying. Just that maybe (inaudible) and say Jane is the new don’t let’s best friend of How could we get so confused actually? Susan… In summary, children conceptualised communication impairment and disability in different ways with some talking about their own intrinsic difficulties and others talking about contexts where others could not understand them. Difficulties with relationships. Eight participants evaluated narratives about relationships with others in negative ways e.g., narratives about conflict with parents, siblings, and teachers as well as difficulties with peer relationships. Conflict with parents and teachers was often about restrictions in autonomy such as
frustrated in the interview context when the researcher did not understand her. For example, when the researcher returned with a summary of Sara’s stories to check the researcher’s understandings of them, Sara was frustrated when referents had been misunderstood or misinterpreted. For example, in the following extract she attributed communication breakdown to both the researcher and herself (e.g., “how could we get confused actually?”) and to the researcher (e.g., “why do you get confused?”). Sara, Interview 3 [The researcher was clarifying information about friendships from a transcript of a previous interview] P: Why do you get confused? I: I know. See I’m reading it upside down. So it’s Susan. Well that could be actually here because you said your parents doesn’t know her parents. So your parents maybe don’t know her parents. Is that what you meant? P: I don’t know what I was saying. Just that maybe (inaudible) and let’s say Jane is the new best friend of Susan… How could we get so confused actually? In summary, children conceptualised communication impairment and disability in different ways with some talking about their own intrinsic difficulties and others talking about contexts where others could not understand them. Difficulties with relationships. Eight participants evaluated narratives about relationships with others in negative ways e.g., narratives about conflict with parents, siblings, and teachers as well as difficulties with peer relationships. Conflict with parents and teachers was often about restrictions in autonomy such as
Final%20Version%20Resilience%20Paper%20110917.docx