that attachment theory is mechanistic, non-dynamic in its quality and that it’s misrepresenting psychoanalytical concepts. Overarching themes within the critique include that the theory simplifies the unconscious motivational system underpinning behaviour and the emphasis is on early life. Additionally, that the theory ignores biological vulnerabilities of the infant other than those rooted in the primary caregiver (p. 449). That it fails to consider aspects of the parent-child relationship beyond separation and loss. However, there is recognition of the strength of attachment theory in describing representational systems that mediate relational behaviour. Additional criticisms towards attachment theory specific to education are also towards the negative ‘within child’ discourse and constraining young people looked after with ‘vulnerability’ labels (Slater, 2007). It could be argued that there is a need for schools to create deficits for CYPLA to justify resources and provision. A move towards a strength based resiliency model when considering how some young people overcome and achieve despite their adversity seems to go against current attachment based educational approaches. 2.3 Being in school- the importance of relationships Studies in the area of CYPLA and the importance of relationships have highlighted the importance of the quality of relationships and the positive impact of having an attachment figure in school (Geddes, 1996). Recently there has been an increased emphasis on the importance of schools and education staff making a difference in the lives of children who have experienced trauma and loss. As well as the importance of the attachment figure helping the child to regulate their emotional responses thus reducing stress behaviours, there is also an emphasis on them helping children to build on friendships and peer relationships. The importance of peer relationships within a developmental framework is examined further in this section but it also needs to be acknowledged that there is a dearth in research when examining this area and the experiences of CYPLA. There seems to be an over emphasis on the adult child relationship and reliance on adult child interventions which are essential in supporting the trajectory of resilience. However, there is under representation of research in peer relationships for CYPLA given the heavy emphasis on this within general developmental child psychology.
stories, and prioritises the participants’ experiences and concerns, and to illuminate them in a way that answers a particular research question.” (Reid et al, 2005: 22). The process that enables the above to happen is through coding and presenting an overview of themes, hierarchy and then to structure the cluster of themes which will be further described in the analysis section of this research. 3.4 Validity and Reflexivity In attempting any research, the researcher should be asking why this subject, what is it that the world needs to know that it doesn’t already? Within this there is also the question, why should I tell the story? How will I share the story that is free from bias and do justice to the experiences shared? The research and philosophy that we (as psychologists/educationalists) access is rooted in Western concepts including European imperialism and colonialism which historically served ‘the haves’ and excluded the ‘have nots’. This point is further examined in a recent Guardian newspaper article which asks the questions ‘does philosophy have a problem with women?’ This point could be taken further and the same could be asked with regards to race? In this article Mary Warnock (2015) comments that there is a complacent assumption that sexism in research and philosophy is ‘minor and residual’. She goes onto quote Haslanger: “In my experience it is very hard to find a place in philosophy that isn’t actively hostile towards women and minorities, or at least assumes that a successful philosopher should look and act like a (traditional white) man.” (Baggani and Warnock, 2015). As highlighted earlier my own positioning as researcher could be considered unique, as a female within an ethnic minority group and having had experience of ‘other’, also by being subject to ‘marginalisation’ within the education system. I was acutely aware not to be led by personal experiences and to ‘bracket’ my own pre-existing perceptions (Smith et al, 2009) so that I could focus on the participants. I was able to adopt reflexivity within the context of the current research, in that I was mindful of my positioning and I was able to acknowledge how my own experiences could influence the study. I was also willing to explore the influences, meaning and feelings that the research was evoking. One area where this proved the biggest personal challenge was when moving away from the personal aspects of reflexivity and towards
Kameron reported that he was reluctant in talking about his feelings in general and he finds it especially difficult to open up. He shared that even the most skilled staff in the home didn’t know his feelings. He identified that there was one member of staff that would recognise his mood and ask him- he said that this member of staff knew exactly his feelings. It felt like Kameron was trying to indicate that he would be giving away very little and this was understandable given his likely experiences. Kameron opened up as we went along and when the tape recorder was off he was much more animated and talked about how he related to me interviewing as he also did this as part of the care council. He told me that I did well as it is difficult and nerve wracking. Kameron was much more accepting of me asking questions outside of the interview situation and despite my reassurance during the actual interview it felt that a conversational approach would have been helpful in gaining his views/experiences further. Kameron also asked how long my interview with the other young person in the home was and asked how long he had spoken in comparison. Interestingly I stayed around the house slightly longer during my second visit so that the young people could ask me anything and also so they become familiar with me. Kameron used this opportunity to talk some more and had a great conversation about cars and the cost of insurance for cars. Reflexive box 3 Reflections from interview with Charlotte Charlotte was in a bad mood as her social worker had cancelled a visit to see her and she was notably upset about this. Charlotte was talking to a member of staff at the home about this. I was around and she asked what I was doing and wanted to know why I was there. I explained and said that I was there to ask some questions for a research project about young people’s experience of school and Charlotte wanted to know more. Charlotte also asked me if I had seen anybody eating her Weetabix and she told me that the other young people kept taking her food. Charlotte said that she was ok for me to read the participants letter to her and signed the consent forms. Charlotte responded with ‘its shit’ when asked about her experiences’ of education. When asked to expand she said she didn’t want to and
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’.
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
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.
Kay is aware of the processes that the adults have to follow but wishes that they asked and sought her consent. I trusted you and you’ve told my social worker because that’s what they’re meant to do but they should’ve told me and know how to do their job properly. (Kay) Kay was keen to highlight that she wanted the adults to be upfront and clear about the way that they reported information and for adults to gain her consent. Kay directs this complaint towards adults in the residential home sharing information with the social workers and struggles to see why she is not informed. K: Say if I work in a care home and someone trusted me and told me something then I would tell them I’m sorry I know you’ve told me this but I’ve got to tell your social worker. They don’t do that here! M: Is that all the time or some times? K: Sometimes and all I wanted is for them to say that they would tell my social worker and let me know. (Kay) Kay also identified that it was difficult to share information and turn to adults in school and in the home. Kay described that she viewed herself to ‘cope’ and to keep things to herself and that this is something that she has always done. K: I don’t need any of them really, I can cope with stuff, I don’t need anybody, I’ve had to cope since I was little. M: Is there anybody that you can think through stuff with? K: I’d speak to my key worker here but I wouldn’t speak to them about proper personal stuff, stuff that’s really going on and is personal. (Kay) I pursued this further and tried to ascertain if there was anything that would help her to come forward with information, and her view of adults in a supportive role and Kay was very clear of her mistrust in adults. I wouldn’t, I would never speak to them about anything.. I wouldn’t even talk to my mum or anything, it’s just how I am… it’s just the way I am. (Kay)
Yeah, I just wanted to be with (sister x) and (brother x) and I couldn’t be with them anymore and they wanted to be with me. I have to live with the fact that I would never live with them again. They can live with me and not with my mum just with me and when I get my own flat they can come and live with me there… (Kay) The above extract demonstrates Kay coming to terms with the decisions about being separated from her siblings but is hopeful that they will be together again. Kay also recognises that they would not be together as a family unit in saying that her siblings will live with her and not with their mum. I was keen to explore if the young people were able to share their experiences and feelings associated with loss. There was a common theme of mistrust in sharing experiences of loss which was reflected in the answers that were provided by Kameron, Carl and Kay. I have referred to the specific extracts related to coping alone and the difficulty that the young people encountered in sharing these feelings with others. Kameron: M: Looking back did you have the chance to think with somebody else about what was hard. K: Not really I could with people here but I won’t… I deal with stuff myself and I block everybody else out. M: Do you feel that over time that this has changed? K: I don’t know but I know it’s not a good thing and that I block everybody out and give up on things. M: At least you’re thinking about it and recognise this. K: Yeah but when I’m doing it I know I’m doing it and I can’t stop myself and it’s like second nature now… (Kameron) Carl: M: Did you feel understood? C: No I don’t think so as I’m one of these people that keep it in. M: Would you have liked this? C: Yes I would have and it wouldn’t bother me and I wouldn’t blurt it out to anyone. (Carl) Kay:
Young people looked after are under any circumstances a homogenous group and the findings from this small scale research by no means can be extended towards understanding and locating the experiences at a universal level. However, whilst acknowledging the limitations of a representative sample, it is also worth highlighting that the research does provide additional unique insights into an area that is often underrepresented in wider CYPLA research. Moreover, Brodie et al. (2009) systematic review into improving educational outcomes for CYPLA highlighted ongoing gaps in the evidence base. The review concludes that in order for improvements to be made in this area there needs to be a better understanding of learners, their environment and emotional and care needs. The findings in this study hope to illustrate the way that young people looked after in residential care experience education. I wanted to capture their views, thoughts, feelings and how they ascribe meaning and present their unique experiences. I chose to use the interpretive phenomenological methodological approach to elicit meaning and interpret the young people’s responses. I chose to root my research in phenomenology due to its interpretive approach which provided the methodological structure for this research. Phenomenology is not only a research approach however. It is fundamentally a philosophy, with both epistemological and ontological branches influencing knowledge development throughout its evolution in the twentieth century (Mackey, 2005: 179). In using IPA as an approach there is acknowledgement that experiential interpretations are bound by those presented by the individual and those interpreted and analysed by the researcher (Brocki and Weardon, 2006). An essential component to the research cycle has been in the area of reflexivity, without this the research would be vacuous. “In acknowledging the positionality of knowledge, hermeneutics adds reflexivity to our research inquiries, turning us to meaningful questions and concerns that are culturally and historically relevant. Without this emphasis our explorations may lack depth and significance in our current world. (Todris and Wheeler, 2001:6) Brocki and Weardon (2006) provide a critical analysis in the use of IPA as a methodological approach and reinforce the view that as a qualitative research method, IPA is inevitably subjective as no two analysts with the same data are likely to come up with an exact replication of the others’ analysis. They consider that these
M: That’s really hard Carl. C- yes it was. M; At any point did anybody talk to you- C; nope. M: Then what happened? C; I came out of isolation and got on with normal lessons and then had another incident with same person, same issues and then got put in isolation and same thing happened it kept going round and round. M; At any point did anybody think about things with you? C; There was this lady who I got on with asked what’s happening, why is happening and I told her about the issues and then nought after that and I think everybody gave up on me. (goes quite).. M Is it ok to carry on? C: yes. M; So the what happened? C; I stayed in isolation for a while, same issues, same incidents, exclusions and it just kept going on and one day I had an issue and teacher called me in and I wanted to have a word about the lies and the teacher wouldn’t let me out and I tried to get out of the door and as he tried to close the door I pulled it and his hand got in the way and… and that’s when he expelled me. M; What were you feelings around this? C; I was angry and then I got given the opportunity to go to another school and this was my other secondary. I loved it at first and it was good with good atmosphere with good staff but then I started to get into incidents and got excluded a couple of times and then I didn’t go into lessons or do my exams. I was on the corridors having arguments with senior members of staff and then they kicked me out and moved me into the inclusion unit. M: Was that within the school or out of school? C: It was the school’s inclusion unit and things were good there and I really enjoyed it. I got 1;1 support Nobody there when needed. Repeat of experience. Adults giving up. Needed more persistent checking- short term support. Feeling unheard and repeat of experience and things not changing led to bigger incident. Exclusion- lies- others interpretation. Carrying anger to the new school. Repeat of incidents- physically and emotionally opts out. Arguments as a way of being held in mind- expressing anger. Containment- physical and emotional.