wondered if Carl had memories related to staff not hearing his pain and him viewing this as rejecting him which led to his feelings of up on in return. ‘them’ ‘giving them’ There was one that listened to me in my second secondary school and I could work in their room and I just got along with them. (Carl) that Carl describes acceptance in relation to some staff more so the It’s interesting one senior member of staff that allow him to be in close proximity. I wondered if Carl needed this reassurance from this senior member of staff as if you would need reassurance when in crisis from a reassuring parent/carer. Carl continued to express his message to the head teacher which had overtones of acceptance and the need for recognition of his situation: basically put it into a nice way just listen to that got I’ll people…. everyone’s different personalities, treat us fairly and listen to us. (Carl) As part of this theme the young people highlighted accounts of got and that ‘being at’ their success in an educational environment was dependent on how adults responded to them. For example when I asked Kay what was different as in more positive at College and she described; Yeah it is different, like if late for lesson they have a go at me it’s I’m don’t which they used to before. (Kay) Kay also describes a lack of acceptance being a factor in her disengagement with school and education. When teachers were being horrible to you and saying you should do this, this and that and you tell me what I should and do, I need to learn can’t shouldn’t right from wrong. (Kay) Here Kay presents a confused account whereby she highlights teachers instilling boundaries which she rejects but she also identifies that that she needs to learn right from wrong. Chloe presented an example of acceptance through treating her like an adult, adults’ which could also be interpreted as her being respected in her own right. She also goes onto describe a simple but meaningful gesture with regards to an adult checking how she is, this is significant to her.
wondered if Carl had memories related to staff not hearing his pain and him viewing this as ‘them’ rejecting him which led to his feelings of ‘giving up on them’ in return. There was one that listened to me in my second secondary school and I could work in their room and I just got along with them. (Carl) It’s interesting that Carl describes acceptance in relation to some staff more so the one senior member of staff that allow him to be in close proximity. I wondered if Carl needed this reassurance from this senior member of staff as if you would need reassurance when in crisis from a reassuring parent/carer. Carl continued to express his message to the head teacher which had overtones of acceptance and the need for recognition of his situation: I’ll basically put it into a nice way just listen to people…. that everyone’s got different personalities, treat us fairly and listen to us. (Carl) As part of this theme the young people highlighted accounts of ‘being got at’ and that their success in an educational environment was dependent on how adults responded to them. For example when I asked Kay what was different as in more positive at College and she described; Yeah it is different, it’s like if I’m late for lesson they don’t have a go at me which they used to before. (Kay) Kay also describes a lack of acceptance being a factor in her disengagement with school and education. When teachers were being horrible to you and saying you should do this, this and that and you can’t tell me what I should and shouldn’t do, I need to learn right from wrong. (Kay) Here Kay presents a confused account whereby she highlights teachers instilling boundaries which she rejects but she also identifies that that she needs to learn right from wrong. Chloe presented an example of adults’ acceptance through treating her like an adult, which could also be interpreted as her being respected in her own right. She also goes onto describe a simple but meaningful gesture with regards to an adult checking how she is, this is significant to her.
FINAL%20THESIS%2022.06.2017.docx