In hearing the young accounts and experiences of not being listened to I people’s revisited the notion that if decision making is out of your control then the most powerful vehicle to make your needs known is your voice and the importance of adults listening to that. The young accounts also made me consider what people’s the young people were trying to convey when they felt that they were not heard. When asked to expand on how experiences differed in the PRU to school one Kay’s of the key components of her experience was that she felt listened to: They listened to me, helped me out, supported me, not just when I went into care the first time and the next time. (Kay) Chloe also gives an example of her experiences when I ask her about her wishes and feelings and if these were accounted for by the adults. I feel like they I would want them to let me go they don’t cus {sic} home… have all these meetings and say listening but they I just want to they’re don’t. go home and and we have these meetings and they say everything… they’re gonna try{sic} and get me home but still stuck here! Still stuck here now! I’m (Chloe) Here Chloe really describes the pain of feeling unheard where adults ask her about her wishes and feelings but there is a mismatch between what is being asked and not hearing the answer that she is looking for. Chloe shouted the last part of her sentence and throughout the interview she became visibly agitated. I asked Chloe at various points if she was ok to continue and despite saying yes she became quickly agitated with her surroundings. I was mindful how extremely difficult it would have been for Chloe as she had recently been placed at the home and understandably it was a sensory and emotionally overwhelming experience. I did wonder if an adult from school facilitated an emotional space for Chloe; hearing talking with Chloe and processing some of the profoundly Chloe’s pain, overwhelming experiences that she was undergoing. It could be that making I’m assumptions here and that this support was available to Chloe which I cannot be certain of, however, my concern here is with experiences as she describes Chloe’s them. 5.14 Space to be heard
In hearing the young people’s accounts and experiences of not being listened to I revisited the notion that if decision making is out of your control then the most powerful vehicle to make your needs known is your voice and the importance of adults listening to that. The young people’s accounts also made me consider what the young people were trying to convey when they felt that they were not heard. When asked to expand on how Kay’s experiences differed in the PRU to school one of the key components of her experience was that she felt listened to: They listened to me, helped me out, supported me, not just when I went into care the first time and the next time. (Kay) Chloe also gives an example of her experiences when I ask her about her wishes and feelings and if these were accounted for by the adults. I feel like they don’t cus {sic} I would want them to let me go home… they have all these meetings and say they’re listening but they don’t. I just want to go home and everything… and we have these meetings and they say they’re gonna try{sic} and get me home but I’m still stuck here! Still stuck here now! (Chloe) Here Chloe really describes the pain of feeling unheard where adults ask her about her wishes and feelings but there is a mismatch between what is being asked and not hearing the answer that she is looking for. Chloe shouted the last part of her sentence and throughout the interview she became visibly agitated. I asked Chloe at various points if she was ok to continue and despite saying yes she became quickly agitated with her surroundings. I was mindful how extremely difficult it would have been for Chloe as she had recently been placed at the home and understandably it was a sensory and emotionally overwhelming experience. I did wonder if an adult from school facilitated an emotional space for Chloe; hearing Chloe’s pain, talking with Chloe and processing some of the profoundly overwhelming experiences that she was undergoing. It could be that I’m making assumptions here and that this support was available to Chloe which I cannot be certain of, however, my concern here is with Chloe’s experiences as she describes them. 5.14 Space to be heard
FINAL%20THESIS%2022.06.2017.docx