included about the significance of ‘voice’, and what may be available to those of us who want to reflect on the essence of a person’s story. Making inferences and interpretations begin to gain momentum, and the stories take on deeper meanings and considerations. Conclusions are drawn as to the overall ‘voice’ of each young person, and there follow reflections on the possible value of this and what it might do to assist the listener in informing his or her practice. Being able to recognise the essence of a person’s voice is discussed in relation to professional practice and personal relationships.
Chapter 3 is devoted to the young people’s emotionality and the journey each has taken through disempowering emotions through to humanising empowering emotions, as they have endured suffering and have found their means of expression from hurting to healing. Recognising an emotional journey is seen as prerequisite to understanding the person. The drama and power contained in feelings is acknowledged, and the value of becoming aware of where a young person is on the journey is emphasised. How to gather emotional knowledge is discussed, alongside the evidence to support the need for professional practice to encompass this aspect of experience. Evidence is cited which emphasises the need for professionals to take on a significant amount of responsibility in ensuring the emotional and psychological wellbeing of young people, by being equipped to offer some form of diagnosis and appropriate support to those who are in their care.
Chapter 4 describes and interprets the young people’s ways of coping with their experiences of domestic violence. This chapter also introduces the concept of ‘waves of resilience’, and argues that if professionals and others can become aware of what each child and young person uses to wash away the adverse effects of domestic violence, or any protracted trauma for that matter, it would assist them in being able to pin down what might be encouraged to strengthen those they support. Pathways to coping competency are discussed in this context.
Chapter 5 is allocated to the young people’s individual views towards those with whom they have associated, drawing attention to those relationships which have impacted upon them, and which proved significant to them. The building of relationships is crucial to all, within families and between professionals and individuals and groups. All that we do, I would venture to say, is dependent upon it, and as a result, the chapter looks at the broader significance of the hallmarks of a sustaining and empowering relationship with a child or young person. Recent evidence is explained in support of those wider relationships which could have a significant bearing on the accomplishments of young people.
Chapter 6 focuses on the spiritual yearnings of the young people and how they express their desires, and aspire for something higher and better in their lives. For some the discussion here might be a surprise. However, evidence of spirituality remains in the stories, and as such was recognised, discussed and viewed in the light of the broader context of acknowledging aspirations of faith.
Chapter 7, the concluding chapter, entitled ‘Helping into Wholeness’, seeks to provide the beginnings of a discussion around the most relevant and empowering ways that can be used to assist young people on their journeys through suffering and beyond. The chapter concludes with a series of suggestions which are listed as ‘provisions’, which may assist anyone considering improvements in their support of children and young people. They are provisions which I hope will be for consideration, and are, in some measure, supported by findings from broader research.
The book aims to describe the young people’s individual voices, the emotionality of their journeys, their significant attempts at forming important relationships, their attempts at coping and their spiritual yearnings, but within each chapter an effort has been made to configure these specific interpretations with the findings of others, so as to broaden understandings beyond the confines of a few individuals; the emphasis is placed on echoes, dissonances, parallels and contrary views in order for the reader to gain a fuller vision of young people’s experiences. This will hopefully provoke further thoughts and ideas amongst those of us who want to improve our practice, so that we can support and assist children and young people in ways which reflect their wishes, feelings and thoughts. Support needs to be provided which captures their expressed desires, and which meets their needs.
Theories which inform those who are working with children and young people who have experienced domestic abuse will be discussed in the light of the stories here revealed. Additionally, it is the purpose of this book to clarify and encourage those aspects of support and experience which have proved, to these young people and to others, to be of the greatest benefit. These are those which have apparently undermined and sometimes eradicated the negative influences and effects of the past, and as such need to be remembered, applied and celebrated.
CHAPTER 1
Stories
Stories are the closest we can come to experience as we and others tell of our experience. A story is a broad, constructed narrative which is linguistic in form and presupposes a narrator and a listener whose different viewpoints affect the way the story is told and interpreted (Greenhalgh 1999).
The value of the story lies in the possibility of the construction of something entirely unique, the ‘telling of our own tale’, which questions the idea of a single, objective reality (Roberts 2002), and broadens and elaborates the meanings and understandings of life experience. Stories establish individuality and are open-ended, inconclusive and ambiguous (Denzin 1989). However, the collection and interpretation of storied lives leads in some measure to a grasp of difference and congruity, of similarities and conflict, of discrepancies and commonalities (Kiesinger 1998). The ambiguities, vagaries and complexities of lived experience are viewed in some measure in an articulated story, and the multi-dimensional aspects of our existence surface and become apparent, providing a view of a life lived, and an opportunity to interpret and analyse the most intimate and deep aspects of a life.
The intimate knowledge provided by the recounting and recording of stories is valuable, enlightening, powerful and authentic (Bolton 2005). Authenticity is linked to the expressions of individuals who have lived their lives and have shared their myriad thoughts, ideas, perceptions, emotions, hopes, images and observations, gleaned from their own unique and peculiarly personal experiences. Their testimonies possess a first-hand reality, an integrity and trustworthiness which is undeniable (Jessop and Penny 1999).
An overview of each young person’s story is presented as an outline which was spoken in answer to questions which asked about their families, their homes and their experiences. For these outlines to be effective as clear and simple accounts, the voices of the young people cannot be directly heard at this time. This chapter is setting the scene and as such is devoid of ‘talk’. The opening of a great drama must provide the context in which it is set. The places, the times, the characters on stage are introduced, and only then can the drama unfold through the script. The stories were constructed in the same way as a précis exercise in that the original interviews were recorded and then listened to many times. After a period of reflection, the question was asked, ‘What are the main points being made?’ Then while the words of the young person are ringing in the mind, the main points are listed and joined together in a logical way. That is to say, they are linked according to their relationship one with another.
Those conversations we have where there is no recording device need to be handled in the same way. Just as professionals are called upon to record interactions, and reflect upon their meaning and be analytical in their approach, this methodology can be applied to any initial interpretation of a story revealed. It is true that we cannot listen again and again. All the more reason to listen very acutely the first time – much may depend upon it.
It may be possible to take notes with the young person’s consent. This would assist in deciphering the main points, enabling the later construction of the bare bones. As you read the following stories, it might be helpful to view them in the light of being like the laying of the first stone in the foundation of a great