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Me: I was a kid who did well at school. I was smart, I was good at writing and I could sing. But I had a very hard time. Yes, I have often wondered if the teachers saw… things. – if the grown-ups knew what was happening and stuff. …I guess I kind of hoped that someone… maybe would notice. Text: “The quiet child” “If she wasn’t there, No one would notice. And if she was there, They still wouldn’t notice.” - A. Gjertsen Ingrid Lund (researcher and therapist): Those who display a rambunctious behavior take up a considerable part of the teacher’s attention and time. This group that we’re talking about here; the quiet and withdrawn… They obviously cause trouble for no one. They cause no trouble for the teachers. They cause no trouble for their fellow students. They’re just sitting there. Me: I put up with so much. I just cried or I just… got scared or… - But I wish someone would have helped me with that. That an adult had… sort of… given me a few tips. “It’s smart… It’s smart to do this or it’s wise to do that,”- and especially about standing up for oneself; that you can say “No. I will not accept this,” and “I will not tolerate that,” and “This is not how I want it to be.” Ingrid: Being very well-behaved… can also be about taking a lot of responsibility. Err, to… - It’s about daring to have the whole specter of feelings and accept that children have all kinds of feelings. – And I’m thinking that if a child is acquiescent and well-behaved all the time… Then… then – at least in my mind – alarm-bells will definitely be going off. Me: It changed from… - when we were small – when we were younger it was… very… then it was pretty obvious bullying. Then it was… like… being dipped in the toilet or thrown down… like… -*whistle*- ridges and… various things like that. While as we grew to be like… ten-eleven years old it turned into more like the typical things that teenagers do – that girls also often do – stuff like gossip, whispering, excluding and… - That’s also a thing I think th-… for children who struggle, that someone ought to give them some hope. Tell them it will not always be like this. You won’t always be in that class or in that school. Because it feels like – when you’re that young then…then that is the whole world and then… then you might believe that… “the way I am now… that’s how I’ll always be.” ~ music-thing ~ Me: I never told anyone. I never said: “I’m miserable, this is how it is for me,” or it was at least very rare that I let people know, but I… I believe that I tried to signal it. Ingrid: When kids answer if we ask: “How is it for you?” –You know?- “What is it like to be you at school?” – That’s what my research has been partly about. Ehm… Then the thing is to ask them… And then to accept the response they give. And don’t say: “Oh, no, but you’re not alone! You have Christine and you have Charlotte to play with!” Eh, heh! But - but the child signals that “But I feel alone! I can’t seem to get this to work and I dread the recesses.” And to then sort of… pose questions – follow-up questions; “Is that so? I want to hear more about this. We have to figure this out somehow.” Because it is the child’s experience! And that is what we need to take seriously. And I see this thing about trivializing the importance of children’s feelings. - And experiences. If one is to be able to meet a child and be able to talk with them about difficult issues, then one must first of all meet them where they are. Me (singing): “Let the sun sail across the sky. The night will always follow. Though joy must soon give way to sorrow They are both fruit from the same tree.” - E. Hillestad Me (talking): Even if you’re not sure it will get better, just tell people anyway: “You’ll be fine. It will be fine.” And I think that if someone had shown me glimpses from my adult life or… from when I got older – when I was a child – Oh… Everything it would have spared me! – Like, all the worrying and… *shudder* I was so afraid of how it all would turn out. |