Not heard. C: I being listened Power imbalance. wasn’t Not listened. to and I being Invisible needs and wasn’t Not cared for. truthful because I was in comparators- labelling. Feels Pain. care and my brother was needs. Sibling’s in the same school as me Need to say that not all Transient- school moves. and certain bad- limits details. circumstances happened Engaged. for him. Some of the Feelings relating to these schools I went to I got on teachers? with the teachers and got on with my work. M: Would you say that Not getting on with adults. was a lot of the time or bit When probed- not main Negative feelings. of the time? experience/memory? Aspirations relating to C: It really happen Feeling small- worth didn’t ‘not education. a lot of the time and I attributes to job- future. it’- get on with a lot of School as a place that is didn’t my teachers about future identity-job. M: How did that make you important. ‘Going far’ Visual of feeling small feel? and teachers with the C; They made me feel Adults dismissing jobs- tall. small like I worth it potential. wasn’t Aspirations to achieve. like I going to get a wasn’t job when I was older. M; Was there anybody that did something that was different? Adult that helped- time Turning to adults. C; There was my helped. Talking to that Feeling helped. technology teacher he teacher helped- being Problems and needing to tried to help me, he knew kept in mind by an adult. talk. I could go far and he awareness of Teacher’s Empathy? helped me , like he gave Carl’ situation? me extra lessons and if I had a problem I could go talk to him. Helping adult. Standing up M; Was there anybody for his needs. Adult Advocating. else and what did they Psychological proximity Being available. do? my ‘by side’. C; There was somebody else, they helped me through it, they stuck up for me and just kept me out of trouble and they were just by my side really.
Not heard. Not listened. Not cared for. Feels Pain. Transient- school moves. Engaged. Negative feelings. Aspirations relating to education. Visual of feeling small and teachers with the jobs- tall. Aspirations to achieve. Turning to adults. Feeling helped. Problems and needing to talk. Empathy? Adult Advocating. Being available. C: I wasn’t being listened to and I wasn’t being truthful because I was in care and my brother was in the same school as me and certain circumstances happened for him. Some of the schools I went to I got on with the teachers and got on with my work. M: Would you say that was a lot of the time or bit of the time? C: It didn’t really happen a lot of the time and I didn’t get on with a lot of my teachers M: How did that make you feel? C; They made me feel small like I wasn’t worth it like I wasn’t going to get a job when I was older. M; Was there anybody that did something that was different? C; There was my technology teacher he tried to help me, he knew I could go far and he helped me , like he gave me extra lessons and if I had a problem I could go talk to him. M; Was there anybody else and what did they do? C; There was somebody else, they helped me through it, they stuck up for me and just kept me out of trouble and they were just by my side really. Power imbalance. Invisible needs and comparators- labelling. Sibling’s needs. Need to say that not all bad- limits details. Feelings relating to these teachers? Not getting on with adults. When probed- not main experience/memory? Feeling small- ‘not worth it’- attributes to job- future. School as a place that is about future identity-job. ‘Going far’ important. Adults dismissing potential. Adult that helped- time helped. Talking to that teacher helped- being kept in mind by an adult. Teacher’s awareness of Carl’ situation? Helping adult. Standing up for his needs. Psychological proximity ‘by my side’.
FINAL%20THESIS%2022.06.2017.docx