Childhood
in Transition
Experiencing Marginalisation
and Conflict in Northern Ireland
Siobhán McAlister
Phil Scraton
Deena Haydon
Childhood
in Transition
Experiencing Marginalisation
and Conflict in Northern Ireland
Siobhán McAlister
Phil Scraton
Deena Haydon
November 2009
ISBN: 978 0 8538 9962 4
© Queen’s University Belfast, Save the Children, The Prince’s Trust
CDS N111993
CONTENTS
4
Foreword
6
Acknowledgements
7
AbouttheAuthors
8
Preface
11
TheoreticalandMethodologicalContexts
22
NorthernIreland:TransitionfromConflict
35
ImagesofChildrenandYoungPeople
46
PersonalLifeandRelationships
57
EducationandEmployment
69
CommunityandPolicing
82
PlaceandIdentity
92
SegregationandSectarianism
106
ViolenceintheContextofConflictandMarginalisation
117
ServicesandSupport
136
TheRightsDeficit
147
FindingsandSummaryofKeyIssues
157
Appendix
158
References
FOREWORD
Tobeachildoryoungpersonis
simultaneouslyexciting,challengingand
difficult.Childhoodtoyouthtoadulthood
isaprogressionthroughstagesorperiods
ofbiological,socialandemotional
development.Frombirth,theprogress
ofthebaby-toddler-child-youngperson
issocialised,conditionedandmonitored
asanadult‘inthemaking’.Beginning
withrelationshipsinthefamilyandthe
community,andreinforcedbyreligious,
culturalandinstitutionalpractices,
childrencanexperienceinclusionor
exclusiondependingonwhetherthey
areperceivedtoconformordeviatefrom
whatisexpectedofthematparticular
ages.Inthesocialisationofchildren,care
andprotectionco-existwithdiscipline,
regulationandpunishment.Whatever
thesocialcontextandculturaltraditions
experiencedbychildren,theirjourney
throughchildhoodisoneofcontinuous
transition.Itistransitiononseveral
levels–physiological,social,institutional
andemotional.Physicalgrowthand
development,especiallythroughpuberty,is
themostvisiblemanifestationoftransition.
Withindifferentculturalandreligious
traditionskeymomentsarerecognisedand
markedbyritualsandceremonies.The
Stateintervenesnotonlyinmonitoring
childandadolescentdevelopmentbutalso
throughnursery,primaryandsecondary
schooling.Theemotionalimpacton
childrenoftheirtransitionthrougheach
stageofformaleducationissignificant,
especiallywhentheyareassessedand
rankedintermsofwhatisconsidered
‘normal’socialandintellectualprogression.
InNorthernIrelandthereisafurther,
overarchingandprofoundformof
transition.Itisasocietystillemerging
fromthirtyyearsofConflictinvolving
Stateandnon-Statearmedgroups.As
wellaskillings,physicalinjuriesand
thetraumaofwar,theConflictinvolved
thesuspensionofnormalpowersoflaw
enforcementandthedueprocessofthe
law,andtheinternmentandincarceration
ofpolitically-affiliatedprisoners.Eventual
ceasefiresandtheinitiationofthePeace
Processledtothe1998Good Friday
(Belfast) Agreementandpoliticaldevolution
totheNorthernIrelandAssembly.The
processofpoliticaltransition,marked
bythestop-startoftheAssembly,has
progressedbuttheanticipateddevolutionof
justiceandpolicingremainstobeachieved.
Whilepoliticaltransitionhasevolvedat
arangeoflevels,andthroughavariety
ofinstitutions,thelegacyoftheConflict
remainsasignificantaspectoflifein
NorthernIreland.Generationshavegrown
upunderthespectreofwarandthetrauma
ofbereavement,displacementandviolence.
Therehasbeenminimalrecognition
ofthelonger-termconsequencesof
transgenerationaltraumaorofthe
persistentimpactofdeeply-divided,
segregatedandsectariancommunities.
Therehasbeenformalacknowledgement
oftheneedsandrightsofchildrenin
NorthernIrelandthrough:recognition
intheGood Friday (Belfast) Agreement
thatyoungpeoplefromareasaffectedby
theConflictface‘particulardifficulties’;
theestablishmentoftheCommissioner
forChildrenandYoungPeople;the
developmentofaStrategy for Children
and Young People;theappointmentof
twoAssemblyjuniorministerswith
responsibilityforchildrenwithintheir
remit;theinclusionofchildren’srights
intheproposedBill of Rightsfor Northern
Irelandandtheregionalchildren’s
servicesplan.Yetthereremainserious
concernsregardingthetranslationof
thesecommitmentsandinitiativesinto
Foreword
5
practicalprovisionwhichwillimprovethe
livesofchildrenandyoungpeopleliving
inthemostmarginalisedanddivided
communities.Therelationshipbetweenthe
unusuallyhighlevelsofpersistentpoverty
andthelegacyoftheConflictisprofound
buthasyettobeaddressedeffectivelyby
governmentdepartments.Thishasled
toincreasedfrustrationandalienation
withincommunitiesandalackoftrust
inthepoliticalprocess.Aperceivedlack
ofpoliticalcommitmenttotheneedsand
aspirationsofchildrenandyoungpeople
hasthepotentialtounderminetheir
eventualparticipationinthedemocratic
process.
Itisinstructivetonotethecomments
madebyAlvaroGil-Robles,European
CommissionerforHumanRights,
followinghisvisittoNorthernIreland
in2005.Whilerecognisingthepositive
‘quality-of-life’transitionformany
people,heraisedconcernsregardingthe
relationshipbetweenmaterialdeprivation,
socialexclusionand‘communityjustice’.
Socialinequality,heconsidered,was
palpableas‘others,acrossthereligious
divide,havelessdemonstrablybenefited
fromeconomicadvances…onecannot
butsupposethattensionsanddistrustwill
lingerlongerindisadvantaged,socially
isolatedcommunities…exclusionand
povertyfacilitatethecontinuingcontrol
ofsuchcommunitiesbycriminaland
paramilitarystructures’.Inresponding
tosuchmarginalisation,itisessential
thatthereisamongpoliticalleadersand
stateinstitutionsthewill,commitment
andimaginationtogiveclearpolitical
leadershipaswellasnecessaryresources
tofacilitateeffectivechangeswithinthese
communities.
Thisresearch,withincommunities
inNorthernIrelandmostaffectedby
povertyandthelegacyoftheConflict,
raisesconcernsnotonlyaboutlongterminequalitiesandinfrastructural
under-resourcing,butalsoregardingthe
systemicdenialofchildren’srights.Justas
somemediacommentatorsandpolitical
opportunistshavedemonisedchildren
andyoungpeople,seeminglyseizingon
everyopportunitytocondemnrather
thanunderstand,theyhavealsobeen
unremittingintheircriticismofwhat
theytermthe‘rightsagenda’.Yetthe
StateisasignatorytotheUN Convention
on the Rights of the Childandisobliged
toimplementagreedinternational
standards.Thisithasfailedtodo.The
in-depthresearchthatfollowschallenges
themarginalisation,demonisationand
criminalisationofchildrenandyoung
peoplebypresentingevidencefromtheir
dailyexperiencesandfromadultsliving
andworkingintheircommunities.It
reflectstheoftenharshrealityoflife
forchildrenandyoungpeopleasthey
negotiatetheaftermathandlegacyof
theConflictinthecontextoflimited
opportunities.Thevoicesofchildren,
youngpeopleandtheiradvocates,
challengeoptimisticrepresentations
oftransitioninNorthernIrelandand
illustratethealienatingconsequencesof
social,politicalandeconomicexclusion.
Theresearchalsoexposestheextentof
rightsabusesandestablishesaframework
forpoliticalactionatacrucial,defining
momentinthecontemporaryhistory
ofNorthernIreland.Itsfindingsand
implicationsshouldcontributesignificantly
topubliceducation,policychangeandlaw
reformasfulldevolutionisachieved.
Save the Children; The Prince’s Trust;
Queen’s University Belfast
ACKNOWLEDGEMENTS
Thisprojectarosefromdiscussionsabouttheexperiencesofchildrenandyoungpeople
livingwiththelegacyoftheConflictinthemosteconomicallydeprivedcommunities
inNorthernIreland.ItwasapartnershipprojectbetweenSavetheChildren(NI),
ThePrince’sTrust(NI)andQueen’sUniversity.WeareespeciallyindebtedtoSheri
Chamberlain,formerDirectorofSavetheChildren(NI)andtoSiobhánCraig,former
DirectorofThePrince’sTrust(NI).Sheri’sdriveandcommitmenttothisprojectwas,
andremains,inspirational.MorerecentlywearegratefultoMarinaMonteithatSavethe
Children(NI)andIanJeffersatThePrince’sTrust(NI)forcontinuingtosupportthe
work.
Sincerethankstoalltheorganisationswhoparticipatedintheresearch,tocommunity
representatives,communityworkers,communitycontactsandNGOrepresentativeswho
assistedwiththeresearch.Becauseofthesensitivityoftheworkandourcommitment
topreservinganonymitywearenotacknowledgingyoubynamebutourgratitudeis
nolessheartfelt.OurcolleaguesatQueen’s,particularlytheChildhood, Transition and
Social Justice Initiative,havealsobeensupportiveashastheQueen’spublicationsteam,in
particularAndrewNorton.
Ourgreatestdebt,however,istothechildrenandyoungpeoplewhoweresogenerous
withtheirtime.FromthoseyoungpeopleonThePrince’sTrustschemeswhoassisted
withformulatingthekeyresearchthemestothosewhoattendedfocusgroupsand
personalinterviews,thankyousomuch.Allwhoparticipateddemonstratedinsight,
considerationandresolveinsharingtheirexperiencesandintimatestories.Their
testimoniesspeakprofoundlyforageneration.Theyarevoicesthatmustnotbesilenced
nordeniedifNorthernIrelandistobecomeaninclusiveandpeacefulsocietyoffering
realopportunitiesforpersonalandpoliticalparticipationwhileeffectivelypromotingand
protectingtherightsofchildrenandyoungpeople.
PhilScraton,SiobhánMcAlisterandDeenaHaydon
Childhood,TransitionandSocialJusticeInitiative
Queen’sUniversityBelfast
October2009
ABOUT THE AUTHORS
7
Deena HaydonisaPostgraduateResearcherwithintheChildhood, Transition and Social
Justice InitiativeatQueen’sUniversity,Belfast.Herdoctorateconsidersthepotentialof
arights-basedagendainaddressingtheissuesfacedbychildrenidentifiedas‘atriskof
offending’.Initiallyaprimaryschoolteacher,shebecameSeniorLecturerinEducation
andEarlyChildhoodStudiesandHeadofResearchintheSchoolofEducationatEdge
HillUniversity.ShewasappointedPrincipalOfficerforResearchandDevelopment
atBarnardo’sandthenworkedasanindependentresearchconsultantinNorthern
Ireland.Hermainresearchinterestsare:anti-discriminatorypolicyandpractice;sex/
sexualityeducation;PSEandCitizenship;parentingandfamilysupport;youthjustice;
andchildren’srights.Basedonacommitmenttolinkingresearch,theoryandpractice,
herpublicationsincludereports,journalarticles,bookchapters,resourcesforchildren
andpractitioners,consultationresponses,andsubmissionstotheUNCommitteeonthe
RightsoftheChild.Sheco-authored:The Illusions of Post-Feminism (TaylorandFrancis);
Getting Personal;Citizenship and PSHE; andDealing with Issues (allFolens)andwrotethe
children’sversionofthereportChildren’s Rights in Northern Ireland (NICommissionerfor
ChildrenandYoungPeople).SheisauthorofDeveloping a Manifesto for Youth Justice in
Northern Ireland – Background Paper (IncludeYouth).
Siobhán McAlisterisaResearchFellowwithintheChildhood, Transition and Social Justice
InitiativeatQueen’sUniversityBelfast.SheworkedandstudiedinMiddlesbroughinthe
North-eastofEnglanduntil2002,wheresheundertookherPhDresearchfocusingona
criticalethnographyofyouthunderclassandsocialexclusiontheses.Shewasamember
oftheinter-disciplinaryQueen’sUniversityteamresearchingthestateofchildren’s
rightsinNorthernIrelandfortheNorthernIrelandCommissionerforChildrenand
YoungPeople.ShewasaresearcherwithYouthActionNorthernIrelandexaminingthe
livesandexperiencesofyoungwomenandaresearcherintheInstituteofChildCare
Research.Shehasco-authoredacademicarticlesandvariousresearchreportsincluding:
An Independent Analysis of Responses to the Department of Education’s ‘Priorities for Youth’
Consultation(DepartmentofEducationNorthernIreland); ‘Don’t be so formal, I’m normal’:
A research report on the mental health of looked after children/care leavers in Northern Ireland
(VoicesofYoungPeopleinCare);Still Waiting: The stories behind the statistics of young
women growing up in Northern Ireland(YouthActionNorthernIreland); Children’s Rights
in Northern Ireland (NorthernIrelandCommissionerforChildrenandYoungPeople).
Phil ScratonisProfessorofCriminologyintheInstituteofCriminologyandCriminal
Justice,SchoolofLaw,Queen’sUniversity,BelfastandDirectoroftheChildhood,
Transition and Social Justice Initiative.Hispostgraduateteachingincludes:Children’s
Rights;Comparative Youth Justice;Gender, Sexuality and Violence.Hismostrecentbooks
are:‘Childhood’ in ‘Crisis’? (Routledge); Hillsborough: The Truth (Mainstream); Beyond
September 11 (PlutoPress);Power, Conflict and Criminalisation (Routledge);The Violence
of Incarceration(Routledge).The Incarceration of Women (PalgraveMacmillan)isin
preparation.HeeditedarecentspecialissueofCurrent Issues in Criminal Justice onthe
criminalisationandpunishmentofchildrenandyoungpeople.Recentco-authored
researchreportsinclude:The Hurt Inside: The Imprisonment of Women and Girls in Northern
Ireland andThe Prison Within(NIHumanRightsCommission);Children’s Rights in
Northern Ireland (NICommissionerforChildrenandYoungPeople).Hiscurrentresearch
includesfundedprojects:Childhood, Transition and Social Justice andtheinternational
comparativeprojectChildren of Imprisoned Parents.HeworkscloselywithcommunitybasedinitiativesandisChairoftheBoardofInclude Youth.
PREFACE
povertyline’(SavetheChildren2007:2).
WhencomparedtoGreatBritain,children
inNorthernIrelandaremorelikelyto
experiencepersistentpoverty(Monteithet
al.2008:3).Withinthejurisdictionthere
arecommunitiesblightedbystructural,
long-termmaterialdeprivationevidentin
poorhousing,highunemployment,low
wages,under-resourcedsocialamenities
anddiminishedopportunities.Childrenof
theunemployed,childrenofloneparents,
childrenlivinginlargefamilies,children
livinginhouseholdswithadisabled
adultoradisabledchild,andchildren
livinginthewestofNorthernIrelandare
particularlyvulnerabletoexperiencing
poverty(SavetheChildren2007:7-10).
Povertyaffectschildren’sphysical,social
andemotionaldevelopmentaswellas
theireducational,employment,socialand
economicopportunities.Childrenliving
inpovertyaremorelikelytoliveinareas
experiencingmultipleproblems-such
…toprovidemoresupportforfamilies
asgeneraldecline,rubbish,vandalism,
andparentsaffectedbyviolence,
violentattacks-(ibid:18).Thenumberof
livinginsegregatedenvironmentsand
conflict-relateddeathsandinjurieshas
hamperedintheirownabilitytobuild
beengreaterinthemostdisadvantaged
bridgeswithneighbouringcommunities.
areas,illustratingthe‘strong,butcomplex,
Educatorsandothermembersofcivil
relationshipbetweenpovertyandconflict’
societyworkingtoencouragecross
(Hillyardetal.2005:xx).
communitylinksneedtobegiven
Theprioritiesofmostconcernraisedby
adequateandsustainedsupport.(ibid:
theNICCYresearchfocusedon:failure
xvi)
toimplementtheUN Convention on the
Povertywasanothercross-cuttingtheme
Rights of the Childandotherinternational
intheNICCYresearch.Ananalysisof
humanrightsstandards;familylifeand
statisticaldatarevealsthatareasenduring
alternativecare;health,welfareand
themostseriousviolence,deathand
materialdeprivation;education;leisure,
injuriesduringtheConflictarealsosome
playandrecreation;policingandyouth
ofthemosteconomicallydeprivedwards
justice.Themostsignificantissuesraisedin
inNorthernIreland.Researchrevealsthat
thisresearchincluded:
oneinthreechildreninNorthernIreland
- lackofsafesocialspaceandleisure
‘isgoingwithoutbasicnecessities,suchas
facilitiesandafailurebyprovidersto
healthyfood,clothingandadecenthome
considerwhat‘safecommunities’mean
becauseparentscan’taffordthem’,onein
forchildren
four‘livesbelowtheGovernment’sofficial
Alonghistoryofconflictandpolitical
violencehasshapedNorthernIreland’s
political,economicandculturallandscape.
Severalgenerationsofchildrenhavebeen
directlyand/orindirectlyexposedtothe
consequencesofpervasivesectarianism,
violence,hostilityanddeath.Thelegacy
ofconflicthasimpactedseverelyon
communitiesthathaveenduredpersistent
violence,economichardshipand
inadequateserviceprovision.Inresearch
conductedfortheNorthernIreland
CommissionerforChildrenandYoung
People(NICCY),Children’s Rights in
Northern Ireland (Kilkellyetal.2004),the
legacyoftheConflictwashighlightedas
asignificantcross-cuttingtheme.Itnoted
thecommentbyOlaraOtunno,Special
RepresentativeoftheUnitedNations
Secretary-GeneralforChildrenandArmed
Conflictwho,in2000,calledonthe
Government:
Preface
9
- acommonperceptionthatchildren
playingtogetherinpublicspacesposed
athreatwithintheircommunitiesand
wereengagedinanti-socialbehaviour
wereaffecteddirectlybytheviolence
associatedwithconflict,heurgedall
partiesto‘maintainchildren’sissuesatthe
forefrontofpoliticalandpublicattention
andactionduringtheconsolidationof
- thepoorqualityofage-appropriate
thepeaceprocess’.Theappointmentofa
healthcareprovisionforchildrenand
Children’sCommissionerforNorthern
youngpeople,particularlyconcerning
Irelandgavewiderrecognitiontothe
mentalhealthneeds
specialcircumstancesofchildrenand,
afteralengthyprocess,theHuman
- thecriminalisationofchildren,
RightsCommissionincorporated
discriminatorypolicingand
punishmentsandexilingbyparamilitary recommendationsonchildren’srightsinto
its‘advice’totheUKGovernment:A Bill of
groups
Rights for Northern Ireland (NIHRC2008).
- failuretorespectchildren’sviewsand
Basedontheexperiencesofthemost
privacyathome,inschool,incareand
marginalisedandvulnerablechildrenand
incustodyandtheirexclusionfrom
youngpeople,SavetheChildren’sresearch,
decisionsthataffectedtheirlives
policyandconsultationworkoverthelast
- thenegativeimpactofreligious
tenyearshasidentifiedtheimpactofthe
segregationinschoolsandbetween
Conflictonallaspectsoftheirlives.This
communities.
includescommissionedresearchinto:how
schoolssupportedchildreninrelationto
Criticismsvoicedbychildrenandthose
thepoliticalconflict(LeitchandKilpatrick
whoworkedwiththemindicatedserious
1999);therealityoflifeforchildren
under-resourcing-particularlyin
livingininterfaceareasinNorthBelfast
appropriatementalhealthprovision.The
(Leonard2004);theimpactsofpoverty
researchalsoestablishedthatinstitutions
onchildrenandtheirfamilies(Monteith
hadfailedtoadoptappropriatestrategies
andMcLaughlin2004;McLaughlinand
forchangeconsistentwith,andresponsive
Monteith2006;SavetheChildren2007;
to,internationalrightsstandards.There
Monteithetal.2008;Horgan2009);
wasalackofinformationavailableto
protectingchildrenandyoungpeople’s
childrentoencourageparticipationin
rightsintheBillofRightsforNorthern
decisionsaffectingtheirlives.Further,
Ireland(HorganandKilkelly2005).The
therehadbeenminimalprogresstowards
Prince’sTrusthasdevelopedinterventionist
informedandinclusiveconsultation.
programmesinNorthernIrelandwith
Otunnuwasclearthat‘children’svoices
youngpeopleconsideredthe‘hardestto
mustremainpriorityconcernsthroughout
reach’andmostinneedofsupportintheir
thebuildingofpeaceandthatthevoicesof transitionfromschooltowork.
youngpeopleshouldbeheardthroughout
Givensharedconcernaboutthefindings
theprocess’.Herecommendedthat
oftheNICCYresearch,andthe
‘children’srightsshouldbeincorporated
commitmentofSavetheChildrenandThe
intothenewNorthernIrelandBillof
Prince’sTrusttoworkingwiththemost
Rights’.Concernedthatchildrenand
marginalisedchildrenandyoungpeople,
youngpeople,asvictimsandperpetrators,
apartnershipactionresearchprojectwas
Preface
10
developedwithQueen’sUniversityBelfast.
Thisaimedto:
- drawonexistingresearchandevidence
regardingmaterialdeprivation,
economicmarginalisationandsocial
exclusion
- conductprimaryresearchwithchildren
andyoungpeopleaffectedbyconflict
andidentifiedasthemostmarginal
andexcludedinurbanandrural
environments
- conductprimaryresearchwith
communityrepresentativesworking
withchildrenandyoungpeople‘atthe
margins’
- identifypositiveoutcomesinthe
deliveryofoperationalprogrammes
establishedtoidentifyandmeetthe
needsofmarginalisedchildren,young
peopleandtheirfamilies
- exploretherelationshipbetween
economicmarginalisation,social
exclusionandpoormentalhealth.
Theproject,Understanding the Lives of
Children and Young People in the Context
of Conflict and Marginalisation,setoutto
exploretheconditionsandcircumstances
specifictoNorthernIrelandregarding
thelegacyofconflictandtransitiontoa
‘post-conflict’society.Itwascommitted
todevelopingresearchwiththemost
marginalisedand‘hard-to-reach’
childrenandyoungpeople-reflecting
theirconcernsandaspirationsabout
securingsafer,inclusiveandparticipatory
communities.Whatfollowsarethe
findingsoftheproject’sprimaryresearch,
conductedinsixcommunitiesacross
NorthernIrelandduring2008.
ChapterOnesetsthetheoreticaland
methodologicalcontexttotheresearch,
includingdiscussionofkeyconceptsand
providinganoverviewoftheresearch
process.ChapterTwoconsidersthecurrent
politicalcontextinNorthernIreland,the
transitionto‘peace’,issuesraisedbyother
contemporaryresearchwithchildrenand
youngpeopleandGovernmentresponsesto
thechildren’srightsdeficit.ChaptersThree
toElevenprovidedetailedaccountsofthe
primaryresearch,drawingoninterviews
andfocusgroupsinthesixselected
communities.Thechaptersreflectthe
overarchingthemesraisedbytheresearch:
imagesofchildrenandyoungpeople;
personallifeandrelationships;education
andemployment;communityand
policing;placeandidentity;segregation
andsectarianism;violence;servicesand
support;the‘rightsdeficit’.Thefinal
chapteroverviewstheresearchfindingsand
specifieskeyissuestobeaddressed.
PhilScraton,SiobhánMcAlisterand
DeenaHaydon
Researchteam:Understanding the Lives of
Children and Young People in the Context of
Conflict and Marginalisation.
CHAPTER 1
THEORETICAL AND METHODOLOGICAL CONTEXTS
Social constructions of
childhood and youth
Underinternationallyagreedstandards,
includingtheUN Convention on the Rights
of the Child,allpeopleunder18yearsare
‘children’affordedspecialprotectionsand
rights.Itisself-evidentthat,sociallyand
culturally,‘childhood’and‘adolescence’
areimpreciseperiodsduringwhichsocial
andintellectualdevelopmentsprogress
alongsidebiologicalandphysiological
growth.Tracking,measuring,assessing
andrankingchilddevelopmentinterms
ofage-relatedexpectationsunderpins
institutionalpoliciesandserviceprovision.
Mayall(1994:3)comments:‘thenotion
thatchildrenarebestunderstoodas
incomplete,vulnerablebeingsprogressing
withadulthelpthroughstagesneeded
toturnthemintomatureadults…has
greatpowerboththeoreticallyandasa
forceshapingchildren’slives,through
theoperationofhealth,welfareandlegal
policiesandservices’.Italsoappealsto
‘common-sense’.
Whiletheyhave‘mindsoftheirown’,
apowerfulexpectationisimposedon
childrentofollowadult-prescribed
rolesduringtheirsociallyconstructed
‘preparation’foradulthood-reducing
childhoodtosomething‘lessthan’
adulthood,regardingyoungpeopleas
‘adults-in-waiting’.ToquoteQvortrup
(1994:4),inthisexpectationofconformity
andpreparationforadulthood,children
areperceivedas‘humanbecomings’rather
than‘humanbeings’.Invariably,giventhe
powerfuldefiningroleofadults,children
areexcludedfromdecisionsandarenas
throughwhichthequalityoftheirlifeis
determined.Adults,itisassumed,know,
understandandaccomplishthe‘best
interests’ofthechildrenforwhomthey
haveresponsibility.
Centraltochilddevelopmentisthe
vexedandcomplexissueofchildren’s
‘competence’andabilitytoactresponsibly.
Legislationimposesagesatwhichchildren
areassumedtobeabletomakeinformed
decisions.Theageatwhichtheyare
generallyassumedcapableofaccepting
Significantadults(forexampleparents,
personalandsocialresponsibilityis16teachers,clergy)areexpectedto
18(forexample,theyarelegallyentitled
guideandsupportchildrenthrough
topurchasealcoholat18,voteat18,give
thesedevelopmentalstages,steering
sexualconsentat16).Incontrast,theageof
themtowards‘acceptable’rolesand
criminalresponsibilityintheUKismuch
responsibilities.Socialisationmaintains
lower(10inNorthernIreland,England
andreproducesstabilityandsocialorder.
andWales,8inScotland).Thisillustrates
Directlyandindirectly,itaccommodates
atensionbetweenviewingchildrenas
change,promotesconformitytoestablished nothavingthefullydevelopedcapacity
‘norms’anddisciplinesthosewhochallenge toreason,asvulnerableandinneedof
authority.Conformitybringsapproval
protectionandperceptionsofchildrenas
andfailuretoconforminvitesrejection.
potentiallywayward,inneedofcontrol
Resistancetoadultauthorityisrarely
andprofessionalintervention.Thatachild
identifiedandcelebratedasyoungpeople
of10ispresumedtohavethecapacityand
takingcontroloftheirlives,orasevidence livedexperiencetopremeditatedangerous
ofstrengthofcharacterinchallenging
actsandforeseetheirconsequencesis
powerrelations.Rather,itisconsidered
questionable,especiallywhencompared
‘risky’or‘problematic’behaviour,requiring withtheagesatwhichtheyareassumedto
sanctionorpunishment.
TheoreticalandMethodologicalContexts
12
becompetentinotherareasoftheirlives.
Alowageofcriminalresponsibilityalso
inflictspunishmentviacriminaljustice
disposals,ratherthanprovidingnecessary
supportthroughadequateandappropriate
welfareinterventions.
Publicdebateaboutchildhoodandyouth
retainstheconstantthemethat‘today’s’
childrenandyoungpeoplearemore
rebellious,lessdisciplined,moreantisocial,
lessconsideratethantheirpredecessors.
Adultsharkbacktoa‘GoldenAge’–
usuallyrepresentedastheirchildhood
–whenchildrenwerecompliantand
responsive,‘knewtheirplace’,‘accepted
responsibilitieswithoutquestion’and
were‘seenandnotheard’.Inthisperiod
‘authority’,meaningadultauthority,was
obeyedwithoutchallenge.Communities
wereservedbyformalagenciesand
regulatedthroughinformalbutconsensual
arrangements.Childhood‘innocence’
wasprotectedwhileitspotentialwildness
(particularlyinthephasedefinedas
‘adolescence’)washarnessedthroughthe
impositionofnon-negotiabledisciplinary
codesplusthethreatanduseofphysical
coercion.
Thepropositionthatchildren’sandyoung
people’sinvolvementin‘crime’,‘deviance’
and‘anti-socialbehaviour’istheresultof
arecentcollapseinsocial,culturaland
moralvaluesisnotnew.Inresearching
andwritinga‘historyofrespectablefears’,
Pearson(1983:207)noteseachgeneration’s
beliefthattheirchildhoodswerebetterdisciplined,saferandmorerespectful.
Suchreminiscencesamounttoa‘simple
nostalgia’foralostwayoflife.Incontrast,
hemapspersistentmythsofmoraldecline,
particularlyregardingthedevianceand
delinquencyofchildrenandyoungpeople.
Whatfollowstheimagesandassertions
of‘recentmoraldecline’arecallsfor
tougherlegislationandstrongerregulation
tocombataperceivedtrendinsocial
policyandlegislationtowardsleniency
forperpetratorsattheexpenseofthe
interestsoftheirvictims.AsMuncieand
Fitzgerald(1981:422)state:‘intimes
ofrapidsocialchangewhentraditional
valuesareshakenupanddisturbed,the
ensuingpublicdisquietisresolvedbythe
mediaidentifyingcertainsocialgroups
asscapegoatsorfolkdevils’-portrayed
andreceivedas‘visiblesymbolsofwhatis
wrongwithsociety’.
In1972,Cohen’sresearchinto‘mods’
and‘rockers’showedhowparticular
groupsofyoungpeoplehadcometobe
labelled‘deviant’–the‘folkdevils’of
theirgeneration.Theirstyle,language
andbehaviourweretakenasevidenceof
deviantbehaviour,threateningdiscipline
andorderintheircommunities.Media
portrayalsofsuchfolkdevilshadbecome
sopowerful,thepublicoutrageand
moralindignationsostrong,thatfactand
realityweresubsumedinthefictionand
fantasyofsensationalistnewsreporting.
Oncethe‘folkdevil’wasmobilisedin
mediaandpoliticaldebate,theprocess
ofamplificationgeneratedabroader
‘moralpanic’underminingthe‘valuesand
interests’helddearin‘society’(Cohen
1972:9).Thus‘moralbarricades’were
constructedanddefendedby‘editors,
bishops,politiciansandotherrightthinkingpeople’while‘sociallyaccredited
expertspronouncetheirdiagnosesand
solutions’(ibid).Cohenconcludedthat
‘stylisedandstereotypical’mediafolk
devilrepresentationsinstitutionallycarried
‘seriousandlong-lasting’repercussionsfor
‘legalandsocialpolicyorevenintheway
societyconceivesitself ’(ibid).
TheoreticalandMethodologicalContexts
13
Moralpanicsbringhostileand
disproportionateresponsesfromwithin
stateinstitutionsleadingtoincreased
surveillance,containmentandregulationof
targetedgroups.Theyarebothreactiveand
reactionary,resultinginconcretestrategies,
techniquesandresourcesacrossarange
ofstateinstitutions.Inawide-ranging
study,GoodeandBen-Yehuda(1994:31)
showhowharshinstitutionalresponses
gainpublicsympathyandacceptancein
aclimatefuelledby‘heightenedemotion,
fear,dread,anxiety,hostilityandastrong
senseofrighteousness’.Behaviouris
portrayedasseriously‘woundingtothe
bodysocial’,andindividualsorgroups
publiclyheldresponsiblearecondemnedas
‘evil’.Theconsequencesareauthoritarian
andpunitive:‘tougherorrenewed
rules,moreintensepublichostilityand
condemnation,morelaws,longersentences,
morepolice,morearrestsandmoreprison
cells…acrackdownonoffenders’(ibid).
Invariably,whatfollowsarestronger
‘powersofstatecontrol…enablinglawand
ordertobepromotedwithoutcognisance
ofthesocialdivisionsandconflictswhich
producedevianceandpoliticaldissent’
(Muncie1996:55).Thegenerationof
fear,suspicionandhatred‘triggeredand
sustainedbymoralpanicsstigmatises,
criminalises,ostracisesandexilesthe
“other”,the“outsider”,the“outlaw”’
(Scraton2007:233).
‘anti-social’behaviourofchildrenand
youngpeople,the‘breakdown’ofthe
traditionalfamily,the‘collapse’ofschool
discipline,the‘permissiveness’ofearlysex
andthe‘violence’of‘feral’youth.Muncie
(1999:3)noteshow‘emotiveandtroubling
images’ofyouthranged‘fromnotionsof
uncontrolledfreedom,irresponsibility,
vulgarity,rebellionanddangerousnessto
thoseofdeficiency,vulnerability,neglect,
deprivationorimmaturity’.Accordingto
right-wingUSsocialscientist,Charles
Murray,an‘underclass’hadbeencreated,
populatedbytheuneducatedandthe
unteachable,typifiedby‘lonemothers’,
‘fatherlesscommunities’,‘joyriders’,‘ramraiders’,indiscriminateviolence,drugand
alcoholabuseandbasemorality.‘TheNew
Rabble’hadarrivedand‘dysfunctional’
familieswereatitscore(Murray1994:12).
Reflectingonthe1990ssocietyinherited
byhisGovernment,thenPrimeMinister,
TonyBlair(2002)commented:‘crime
wasrising,therewasescalatingfamily
breakdown,andsocialinequalitieshad
widened’.Neighbourhoodswere‘marked
byvandalism,violentcrimeandthe
lossofcivility’.Beyondthesafetyof
thehome,peoplewere‘confrontedby
abuse,vandalism,anti-socialbehaviour’.
‘Duty’and‘respect’haddiminished
andthe‘moralfabricofcommunitywas
unravelling’.Itwasarhetoricof‘social
disintegration’ill-servedbyanoutmoded,
Bytheearly1990sitwasgenerallyaccepted slow-to-respondcriminaljusticesystem.
that‘anunprecedentedcrisisofpublic
Inter-agencyinitiativeswereneither
morals’prevailedwith‘fears’expressed
efficientnoreffectiveandpunishments
‘inalanguage…indistinguishablefrom
nolongerreflectedtheseriousnessof
thatofgenerationswhicharelongdead’
offences.AGovernmentprioritywasa
(Pearson1993/4:191).Thisviewdisplayed ‘new,simplerandtougherapproachtoantisocialbehaviour’tocombat‘pettycrime
an‘extraordinaryhistoricalamnesiaabout
andpublicnuisancethatcausessomuch
eventhemorerecentpast’(ibid).Media
distress’andtoaddress‘vandalism,graffiti,
andpoliticalcommentatorshadbecome
low-levelaggressionandviolence’(ibid).
obsessedwiththe‘pettycriminal’and
TheoreticalandMethodologicalContexts
14
OnetangibleoutcomeofNewLabour’s
lawandorderrhetoricwasthe1998
Crime and Disorder Act,emphasising
disciplineandregulationbasedon
communityresponsibility,multi-agency
earlyinterventionandmoralrenewal.By
targeting‘anti-socialbehaviour’through
coercive,zero-tolerancepolicingthenet
ofcriminalisationwaswidened.These
interventionssoonexacerbatedratherthan
eradicatedsocialexclusion.Goldson(2000:
52)notestheshifttowardsregulatory
interventions‘promot[ing]prosecution’,
‘violat[ing]rights’thus‘criminalis[ing]the
moststructurallyvulnerablechildren’.
In2003theGovernmentWhitePaper,
Respect and Responsibility – Taking a
Stand Against Anti-Social Behaviour,listed
sixillustrative‘activities’constituting
‘anti-socialbehaviour’:harassmentand
intimidatingbehaviour;behaviourthat
causesalarmorfear;noisyneighbours;
drunkenandabusivebehaviour;vandalism,
graffitiandotherdeliberatedamageto
property;dumpingrubbishorlitter.While
appliedtothebehaviourofallpeople,
regardlessofage,itsoonbecameapparent
thatintheexistingclimateoffearand
intolerancechildrenandyoungpeoplewere
disproportionatelytargeted.Anessential
elementofimplementingthelegislation
was‘namingandshaming’thoseasyoung
as10servedwithAnti-socialBehaviour
Orders(ASBOs).Hadtheybeenfound
guiltyofacriminaloffence,theiridentity
wouldhavebeenprotected.
NorthernIrelandhasnotbeenimmune
todebatesabout‘problemyouth’.Soon
afterintroductioninEnglandandWales,
socialpoliciesandnewlegislationareoften
transferred.Thus,in2002,theNorthern
IrelandOffice(NIO)identifiedthemost
significantcommunitysafetyfactorsas
‘streetviolence,lowlevelneighbourhood
disorderandanti-socialbehaviour’
(NIO2002).TheNIO’saccountofthe
introductionofAnti-socialBehaviour
OrdersinEnglandandWales,while
inaccurate,madeclearitspriorityin
extendingthemtoNorthernIreland:
‘ASBOswereintroducedtomeetagapin
dealingwithpersistentunrulybehaviour,
mainly by juveniles,andcanbeusedagainst
anypersonaged10orover’(NIO2004:4,
emphasisadded).TheAnti-Social Behaviour
(Northern Ireland) Order wasintroducedin
August2004.
Therhetoricconnecting‘crime’,‘antisocialbehaviour’andthe‘preventionof
offending’,placesconsiderableemphasis
onchildren‘atrisk’.AsWynandWhite
(1997:22)state,theterm‘atrisk’restson
theassumptionthat‘amajorityofyoung
peopleare“ontarget”,makingtransitions
towardsadulthoodintheappropriateways’.
Further,theynote,‘theconceptofyouth
developmentprovidesarationaleforthe
notionofa‘mainstream’andyoungpeople
who‘donotconformtothestandardsof
thismainstreamareidentifiedasthose
atrisk,requiringspecificattentionto
bringthemintoline…’(ibid:51-52).
Constructionsof‘risk’arepowerfulbecause
they‘leadtocallstodosomethingabout
it’(Smithetal.2007:219)andprovide
legitimacyforstateintervention.
Identifyingchildren‘atrisk’hasan
establishedandcontroversialrecent
history.Reflectingonriskclassificationin
USpubliceducationprogrammes,Kohl
(1993:231)presentsthe‘labels’adopted
inassociatingriskandloweducational
achievement:‘disadvantaged,culturally
deprived,underachiever,nonachiever,
lowability,slowlearner,lessable,low
socio-economicstatus,languageimpaired,
drop-out-prone,alienated,marginalised,
disenfranchised,impoverished,
TheoreticalandMethodologicalContexts
15
underprivileged,low-performingand
remedial’.Whatisclearfromthe
adoptionofsuchlabels,andevidentin
manyyouthjusticeinterventions,isthe
focusonindividualfactors,deficitsor
maladjustments(France2007).Responses
tothese‘problems’prioritisechanging
individuals’behavioursratherthan
challengingandadaptingtheinstitutional
processesthatcontextualisethelivesof
childrenandyoungpeople.
Followingtheintroductionofthe1998
Crime and Disorder ActinEnglandand
Wales,theGovernment’sSocialExclusion
Unitestablishedtargetsformeasurable
reductionsinanti-socialbehaviour.The
YouthJusticeBoardadopteda‘Risk
FactorsScreeningTool’(YJB/CYPU
2002),laterdevelopedinto‘Onset’and
‘Asset’assessmentmethodsforyoung
peopleatriskofoffendingoryoung
peoplewhohaveoffended,respectively
(YJB2006).Researchsuggeststhatthe
assessmentofriskfocusesonindividual
behaviourandpersonal‘choices’rather
thanconsideringtheimpactofsocial
circumstancesandmaterialcontexton
thelivesofchildrenandyoungpeople
(Gray2007).Within‘earlyintervention’
targetingthoseidentifiedas‘atrisk’,
thepriorityis‘preventionofoffending’,
publicprotectionanddiversionfrom
criminalactivity.Reinforcinga‘deficit’
model,individuals,theirfamiliesand
communitiesarepathologised.Keyissues
remainunaddressed,suchas:identifying
economic,social,andeducationalneed;
providingappropriatefamilysupport;
ensuringthatchildrenandtheirfamilies
accessthehealthandsupportservicesthey
require;providingsafe,age-appropriate
playandleisurefacilitiesandyouth
services;structuralchangeinthesocialand
economiccircumstancesofdisadvantaged
communities.
Inkeepingwiththecritiqueofa‘Golden
Age’,thebeliefthattherewasatime
inindustrialsocietieswhenchildren
madeaneasyanduncomplicated
transitionto‘adolescence’,followedby
anequallystraightforwardtransition
toadulthood,doesnotbearscrutiny.
Whileitisinappropriatetodrawdirect
parallelsbetweendifferentsocietiesand
communities,itisimportanttorecognise
that,withinsocietiesandcommunities,
cultures,subculturesandcounter-cultures
changeovertime.Whatisclear,however,
isthepersistentimageofthe‘folkdevil’
appliedtoyoungpeoplewhodeviatefrom
conformity,challengeauthorityandreject
aspirationsnotoftheirownmaking.Also
enduringare‘moralpanics’associatedwith
thisimageryanditsnegativeconsequences,
reflectedinauthoritarianpoliciesand
legislation.
Thisisnottodenythatsomechildrenand
youngpeoplecananddointimidateothers,
becomeinvolvedinoffendingbehaviour
andcommitactsofviolence.Onthestreet,
inschool,athome,thebehaviourofsome
issometimes‘anti-social’.Whatisnot
soclearistheimpactofperceptionand
socialreaction.ThisIntroductionproposes
thatthecreationandreproductionof
childrenandyoungpeopleas‘folkdevils’
hasasignificanthistory.Forthosewho
experiencemarginalisationatseverallevels
–throughpoverty,racism,sectarianism,
sexismandhomophobia–potential
criminalisation,demonisation,targeted
policingandregulationareever-present
featuresoftheirdailylives.Indefining,
assessingandrespondingtotheassumed
‘threatening’and‘anti-socialbehaviours’of
childrenandyoungpeople,itisessentialto
locateunderstandingabouttheirbehaviour
TheoreticalandMethodologicalContexts
16
withinthesocial,cultural,politicaland
economiccontextswhichshapeanddelimit
theirexperiences.Itisalsoimportantto
listentotheaccountsgivenbychildren
andyoungpeopleabouttheirexperiences
ofthosecontexts-offeelingandbeing
sociallyexcluded,ofbeinglabelled
‘delinquent’or‘anti-social’andofbeing
heavilyregulatedwithinandbeyondtheir
communities.
The significance of rights
Indefinitionsofrights,distinctions
aremadebetween‘legal’and‘moral’
rights.Alegalrightis‘anentitlement
…acknowledgedbyanexistinglawina
specificstate’-legalrightsarecontextspecificrightswhichareactuallypossessed
(Franklin2002:20-21).Amoralright
‘enjoysnolegalendorsement’-commonly
termedhumanrightsornaturalrights,
suchrightsareclaimsforrights‘whichit
isbelieved…allhumanbeingsshould
possessbyvirtueoftheircommon
humanity’(ibid:21).Notdependentonthe
domesticlawofparticularStates,human
rightsare‘auniversalentitlementofhuman
beings,withoutregardtotheirclaimsas
citizenstolegalrights’(ibid).‘Human
rights’principlesinclude:‘treatingeveryone
withrespectanddignity;beingfairand
openwhenmakingdecisions;working
towardsequalitywhilevaluingdifference;
ensuringeveryonecanreachhisorherfull
potential’(Willow2008:191).
In1959theUnitedNationsDeclaration on
the Rights of the Childwasintroduced.It
statedthat‘thechild,byreasonofhis[sic]
physicalandmentalimmaturity,needs
specialsafeguardsandcare,including
appropriatelegalprotection,beforeaswell
asafterbirth’.Itwasfollowedthirtyyears
laterbytheUnited Nations Convention
on the Rights of the Child (UNCRC),
establishingchildrenunder18as‘rightsholders’inallaspectsoftheirlives.With
otherinternationalstandards,theUNCRC
providesbenchmarksagainstwhich
legislation,policyandpracticeconcerning
childrencanbemeasured.Itsstandards
relatetohowStatesshouldprovideforand
protecttheirchildrenandhowtheyshould
ensurechildren’sparticipationinallaspects
oftheirlives.TheUKGovernmentratified
theUNCRCon16thDecember1991and
itcameintoforceon15thJanuary1992.
TheUNCRCcombineseconomic,
socialandculturalrightswithciviland
politicalrights.Generalprinciplesinclude:
respectingchildren’srightswithout
discriminationofanykind(Article2);
ensuringthatthebestinterestsofthechild
areaprimaryconsiderationinallactions
concerningthechildandthatthechild
receivessuchprotectionandcareasis
necessaryforher/hiswell-being(Article
3);recognisingthateverychildhasthe
inherentrighttolife,andthatStateparties
ensurethesurvivalanddevelopmentof
thechildtothemaximumextentpossible
(Article6);assuringtothechildcapable
offormingher/hisownviewstherightto
expresstheseviewsfreelyinallmatters
affectingthem,withtheirviewsbeing
givendueweightinaccordancewiththe
child’sageandmaturity(Article12).
Distinctionsareoftenmadebetween
‘welfarerights’,which‘prioritisethe
provisionforchildren’swelfareneedsand
theprotectionofchildrenevenifthis
involvesrestrictingchildren’schoicesand
behaviour’(Franklin2002:21),and‘liberty
rights’which‘focusonchildren’sright
toself-determination’andenjoymentof
freedomindecision-making,evenwhen
thisinvolveschoicesperceivednottobe
inthechild’sbestinterests(ibid).Liberty
rightsareoftencontestedonthebasisof
TheoreticalandMethodologicalContexts
17
children’scapability,or‘competence’,to
makeandexercisechoice.Indebatesabout
children’srights,thereisatensionbetween
acknowledgingchildren’sphysicaland
emotionalvulnerabilityanddependence
onadultstomeettheirbasicneedsor
safeguardtheirwelfare,andtheirstructural
vulnerabilityasasocialgroupthathas
minoritystatus.Althoughnotallchildren
havethesameexperienceof‘childhood’-
asthisismediatedthroughthecontextsof
theirgender,sexuality,class,race,religion,
culture,abilities,ageandlocality-they
areconsistentlydefinedasdifferentfrom,
andsubordinateto,adults.Generally
theyaredeniedaccesstopower,excluded
fromdecision-makingprocesses,and
deemed‘incompetent’atinterpersonaland
institutionallevels(infamilies,schools,
healthservices).Becausetheyarenotable
tovoteuntiltheyare18theirviewsand
experienceshavenodirectimpactonthe
democraticprocess.
usefultooltoensureachievementofcertain
goalsforchildren’(ibid:18).Children’s
rights:‘offeravehicleorameansto
articulatetheneedsofchildrenwhilealso
articulatingthecorrespondingobligations
onduty-bearerstofulfilthem’(Kilkelly
2008:11).Rightsarean‘important
advocacytool’,bringing‘legitimacyto
pressuregroups,lobbies,campaigns,
tobothdirectandindirectaction,in
particulartothosewhoaredisadvantaged
orexcluded’(Freeman2007:8).
Researching in marginalised
and conflicted communities
Giventhefocusoftheresearch–
understandingthelivesofchildreninthe
contextofmarginalisationandconflict–it
wasessentialtodevelopaninclusiveand
sensitivemethodologicalapproach.What
followsisanoverviewoftheempirical
work,demonstratinghowtheresearch
wasconceptualisedandconducted,and
howthedatawasanalysed.Apartfrom
TheroleoftheStateinpromotingand
thequalitativemethodsused,asChapter
protectingchildren’srightsisanother
contentiousissue.WithintheUNCRC,the 2demonstrates,arangeofsecondary
Stateisexpectedtoprovidesafeguardsand documentarydatawasalsoanalysedtoset
theempiricalresearchincontext.
protecttherightsofindividualchildren.
IntheUKandNorthernIreland,however,
Preliminary focus groups
increasedemphasisontheregulation
ofbehaviourinpublicspaceshasledto
Toplacechildrenandyoungpeopleatthe
legislationinhibitingindividualrights(such centreoftheresearch,preliminaryfocus
astherighttofreedomofmovement).Also, groupswerecarriedoutwith24young
therehasbeendiscussionaboutwhether
peopleagedbetween16and25years.All
someUNCRCrightscanbeconsidered
wereunemployedandhadunderachieved
‘rights’-theyaremoresocialideas(about
ineducation.Somehadrecentlyleftcare
howchildrenshouldbetreatedandwhat
andsomewereyoungoffendersorextheyshouldbegrantedifgovernmentstook offenders.Theirrecentexperiencesof
rightsseriously)thanindividualmoraland childhoodandtransitionthroughyouth
legalrights.Thereisno‘test’providing
intoyoungadulthoodwereinvaluablein
guidanceaboutwhatrightschildrenhave,
shapingthefocusoftheresearchandin
orshouldhave(Fortin2003:17-18).
identifyingkeythemestobeexploredin
themainproject.Thepreliminaryfocus
Despitetheselimitations,Fortinargues
groupsalsoenabledthepilotingofdata
thatthelanguageofrights‘isapolitically
TheoreticalandMethodologicalContexts
18
collectionmethods.Ideasandstimulus
materialfordatacollectionweredeveloped,
alteredorremovedasaconsequenceof
responsesinthesegroups.
Literacydifficultiesandoccasionallow
levelsofconcentrationreinforcedthevalue
ofstimulusmaterialandoralinformation
wasrecordedonaflip-chart,enabling
conversationstoflow.Therewereno
constraintsonparticipationandthe
participantswerefreetoleaveandre-join
thegroup,reinforcinganopenandflexible
approachtodatacollection.Whilekeen
toparticipate,someyoungpeoplewere
reluctanttogivetheirnames.Thedecision
wastakentouseverbalconsentinthe
mainphaseofdatacollectionandtoassure
anonymity.
Research sites
Selectionofresearchsiteswasdetermined
bycommunitiesthatwereheavilyaffected
bytheConflictandalsorankedhigh
onindicatorsofeconomicdeprivation.
Throughmaterialdeprivationindicators,
areadata,statisticson‘Troubles-related
deaths’(Fayetal.1998)anddiscussions
withthoseworkinginthecommunityand
voluntarysector,twelveresearchsiteswere
selected.Thefinalsamplewasnarrowed
tosixcommunities,urbanandrural,one
ineachofthesixcountiesofNorthern
Ireland.Fivecommunitiesself-defined
andwererecognisedaspredominantly
‘Catholic’orpredominantly‘Protestant’.
Reflectingthemainpoliticalallegiances
ofthesecommunities,whereappropriate
theterms‘Republican/Nationalist’or
‘Loyalist/Unionist’areusedthroughout
thereport.Onecommunitywas‘mixed’,
albeitsegregated.Itwasdecidedthatnone
oftheresearchsiteswouldbeinBelfast
becauseofthevolumeofresearchalready
conductedintheCity’scommunitiesand
thelackofresearchinsmallertownsand
villages.
Community representatives
Throughfocusgroupsandpersonal
interviews,65adultsacrossthesix
communitiesparticipated.Definedas
‘communityrepresentatives’,theirwork
inthecommunitiesincluded:genericand
specialistyouthandcommunitywork;
health;childcareandfamilysupport;
formalandinformaleducation;youth
training;communityrestorativejustice;
communitydevelopment;criminaljustice;
communityorresidentforums.Some
workedgenericallywithchildrenand
youngpeople,othersfocusedspecifically
onthosedeemed‘atrisk’,‘inneed’and/
orexperiencingsocialexclusion.They
wereidentifiedprimarilythroughsearches
oflocaldirectoriesofcommunity-based
childandyouthorganisations.Letters
introducingtheresearchwereaccompanied
byaninformationleafletprovidingfull
detailsabouttheobjectivesofthestudy
andwhattheirinvolvementwouldentail.
Afollow-uptelephonecallprovided
furtherinformationasrequiredand,
wherepossible,ameetingwasarranged.
Keyissuescoveredinthemeetings
included:historyandbackgroundtothe
area(specificallytheimpactofpoverty
andtheConflict);theirwork(including
barriersandenablers);servicesforchildren
andyoungpeopleinthecommunity
(includinggapsinprovision);issuesfacing
childrenandyoungpeoplegrowingupin
thecommunity;furthercontactsinthe
community.
Thiswasalengthyprocessinvolving
numerousvisitstoeachcommunityover
severalmonths.Timeinthecommunities
providedagroundedunderstanding
ofplaceandidentity.Italsoprovided
TheoreticalandMethodologicalContexts
19
familiarisationwithlocalprovision,the
layoutofthearea,internal(ofteninvisible)
tensionsanddivisions,placeswhereyoung
people‘hungout’.Duringthistime,
trustandrapportwasestablishedand
consolidated.Representativeswhohad
influenceinthecommunitiesfamiliarised
theresearcherswiththeirlocalcommunity,
supportedtheresearchthroughvouching
foritscredibility,encouragedothersto
participateandfacilitatedmeetingsin
theirpremises.Plannedinterviewswith
individualsoftendevelopedintomeetings
withseveralpeople.Thisdemonstrated
interestintheresearch,commitment
tochildrenandyoungpeopleinthe
community,andthatthesecommunities
oftenfeltexcludedfromresearchor
consultationsandwerekeentohavetheir
voicesrepresented.
Relationshipsbetweentheresearchers
andthecommunityrepresentativesalso
reflectedacommitmenttoreciprocity.
Theresearchteamprovidedresearch
papersandreports,deprivationstatistics
andareadatathatcouldbeusedbythe
communityrepresentativesinfunding
proposalsanddocumentsabouttheir
work.Thoseorganisationsworking
directlywithchildrenandyoungpeople
wereprovidedwithan‘informationpack’
containing:informationaboutchildren’s
rights;usefulwebsitesandresources;
aposteroftheUNCRCArticlesto
displayintheirbuilding;copiesofthe
resourcesusedbytheresearcherswhen
workingwithchildrenandyoungpeople;
‘certificatesofparticipation’forchildren
andyoungpeople;‘leafletsofhelp’
containinginformationaboutlocalsupport
andinformationservices.Community
representativeswerealsoalertedtocallsfor
fundingandgiveninformationaboutuseful
contacts,relevantprogrammesandtraining
events.
Discussionswithcommunity
representativesprovidedbackground
information,perspectivesandcontexts
relatingtoeachcommunity(particularly
inrelationtotheimpactandlegacyofthe
Conflictandgapsinservicesforchildren
andfamilies).Withoutthesupportand
dedicationofthoseworkingwithand
forchildrenandyoungpeopleineach
community,accesstochildrenandyoung
peoplewouldhavebeendifficult.Someof
theyoungpeopleinvolvedintheresearch
wereparticularly‘difficulttoreach’,and
securingthetrustoftheirworkerswas
crucialtotheirparticipation.
Children and young people
Inadditiontothepreliminaryfocus
groups,196childrenandyoungpeople
agedbetween8and25participatedin
theresearch.Whilerecognisingthat
theUNCRCdefinesallunder-18sas
children,thoseinvolvedintheresearch
distinguishedbetween‘children’asunder13sand‘youngpeople’as13-25.Themain
focusonyoungpeopleistheagerange1317.Table1(Appendix,page157)provides
abreakdownofparticipants.
Thelimitationsofschool-basedresearch,
especiallywithchildrenandyoung
peoplelabelled‘difficultpupils’,iswellestablished(seePunch2002;France
etal.2000;Tisdalletal.2004).Thus
childrenandyoungpeoplewereaccessed
throughyouthandcommunitygroupsor
organisations.Communityrepresentatives
alsoinformedchildrenandyoungpeople
abouttheresearchandarrangedsome
meetings.Accesstoallagegroupsineach
communitywasnoteasilyestablished.The
relativelysmallnumberofolderyoung
TheoreticalandMethodologicalContexts
20
people(18-25years)involvedindicatesthe
difficultiesinaccessingthisagegroup,
giventhattheywerenolongeratschool
andwerenotgenerallyinvolvedinyouth/
communityprovision(Geraghtyetal.1997;
HaydonandMcAlister2009;McAlister
etal.2007;YouthCouncilforNorthern
Ireland2004).
Acombinationofmethodswasessential
andincludedfocusgroupsaswellasoneto-oneinterviews.Similarprocesseswere
usedwithineachcommunitytogain
informedconsent,ensurethecomfortand
well-beingofchildrenandyoungpeople
andexplorekeythemes.Priortodata
collection,eachchildoryoungperson
wasgivenaninformationsheetoutlining:
theresearchersandtheircontactdetails;
theresearchandwhyitwasbeingcarried
out;theissuestobediscussedandtime
commitment;theirrightnottoparticipate
andtowithdrawatanystage;processes
concerningdataprotection,anonymity
andconfidentiality;howtheinformation
providedmightbeused.Theseissueswere
discussedindetailwithinfocusgroupsand
withindividualsbeforediscussionsstarted
andverbalconsentwasgainedfromeach
individual.
Focusgroupsranbetween45minutes
andthreehours(includingbreaks).As
theresearchemphasisedaparticipatory
approachandquestionswereopen-ended,
focusgroupsprovidedaninteractive
methodofdatacollection,enabling
participantstodefineandprioritise
issues.Theycapitalisedontheinteraction
withinthegroupsandprovidedameans
ofbreakingdownsomeofthepower
imbalancesinherentinsocialresearch
(see:Kitzinger1995).Inpractice,the
participantstalkedopenlyandfreely,
interactingmorewitheachotherthan
withtheresearcher.Thisensuredthat
theyassertedgreatercontroloverthe
discussions,definingissuesontheir
terms.Theresearcheractedasafacilitator,
guidingratherthanconstrainingthe
discussion.
Interactionandconversationswithinthe
groupsallowedforissuesnotconsideredby
theresearcherstoberaised.Disagreement
withingroupsoftenledsomeparticipants
tochallengetheviewpointsofothers.
Thishappenedregularlyindiscussions
aboutchildren’srights,‘insiders’and
‘outsiders’,andpoverty.Discussionand
disagreementamongparticipantsledto
adeeperunderstandingofissuesthanis
possibleinone-to-oneinterviews.Focus
groupsalsoprovidedausefulmeansof
exploringsensitivetopicsasparticipants
hadtheopportunityandspacetoexplore
suchissuesinalessthreatening,group
environment.Challengesandethical
considerationsconcerninggroupdynamics,
confidentialityandprivacythatmight
ariseduringfocusgroupinteractionwere
identifiedbytheresearchersanddiscussed
thoroughlywitheachgroup.
Infacilitatingthefocusgroups,comfort
andrefreshmentbreakswereagreedand
participantswerefreetocomeandgo
throughout.Thiswasusefulinensuring
thatconsentwasongoing,andtherewas
nopressuretorequestwithdrawal.All
whodidleaveduringdiscussionsreturned.
Considerableattentionwasgivento
developing‘child-friendly’methodsof
datacollection,andarangeofinteractive
taskswascompiledtostimulatefocus
groupdiscussionaboutspecifictopics.
Youngpeopleengagedprimarilybecause
theissues,ratherthanthemethods,
weremeaningfulandrelevanttotheir
lives.Thosewhowereoftendescribedas
‘difficulttoengage’stayedfortheduration,
TheoreticalandMethodologicalContexts
21
participatingopenlyandfreely.Asone
youngpersonnoted:
“Sittin’herenow[inthefocusgroup]we
havetherighttobeheard,we’rebein’
heard,butifthiswasoutonthestreet
andweweretryin’totellpeople,we
wouldn’tbeheard.”
Inadditiontofocusgroups,interviews
werealsoconductedwithindividual
childrenandyoungpeoplewhowere
notpartofgroupsandhadexperienced
particular‘vulnerabilities’.Askedquestions
aboutthesametopicsasthoseinfocus
groups,theygavedetailedpersonal
accountsoflifeexperiencesthatcouldnot
havebeenachievedthroughanyother
methodofdatacollection.
Followingcompletionofthefocusgroups
orone-to-oneinterviews,aninformation
leafletaboutlocaladviceandsupport
serviceswasprovidedforeachparticipant.
Theresearchteamcontactdetailswere
listed,shouldtheyrequirefurtherhelpor
information.Individualswerealsogivena
smallposterlistingtheUNCRCArticles
andaSavetheChildrenbookletentitled
Wise up on having your say: young people’s
right to be listened to.
Data analysis and
presentation of findings
Mostinterviewsandfocusgroup
discussionsweretaperecorded,with
participants’consent,andtranscribed
verbatim.Wherethiswasnotpossible,
oneoftheresearchteamtookdetailed
notes.Transcriptswereanalysedto
identifythemesandalooseconceptual
frameworkwasdeveloped.Eachline,
paragraphorsectionoftextwascoded,
withnewcodesaddedandothersmerged
untilsaturationwasreached.Dataanalysis
withineachthematiccategoryenabledkey
messages,commonalitiesanddifferences
tobeidentified.Thiswasfollowedbyan
interpretiveanalysisthroughwhichdata
acrossallcategorieswasread.Thisenabled
theidentificationofcross-cuttingand
relatedthemes,aswellasunderlyingissues
pertinenttotheexperiencesofallchildren
andyoungpeopleorspecificgroups.
Thesensitivityoftheresearchpresented
ethicalissuesregardingthepresentation
ofdata.Toretainanonymity,many
communityrepresentativesdidnotwant
tobeidentifiedbyprofession.Thus,the
genericterm‘communityrepresentative’
isusedthroughoutthereport.Thisis
imperativetoensurethatthoseinvolvedin
researcharenotharmedorplacedatrisk
becauseoftheirparticipation.Particular
concernsrelatedtodiscussionsabout
paramilitaryordissidentactivitiesin
communitiesandcriticismsofemployers/
professions.Consequently,itwasagreed
fromtheoutsetthatcommunitieswould
notbenamedotherthanbyCounty.In
draftingthereport,however,itbecame
evidentthatparticipantsmaybeidentified
bytheirquotesorreferencetospecific
events.Wherethisisthecase,particularly
indiscussionsaboutviolence,countieshave
notbeennamed.
CHAPTER 2
NORTHERN IRELAND: TRANSITION FROM CONFLICT
Recent political context
SignedbytheUKandIrishGovernments,
the Belfast/Good Friday Agreement
(NIO1998)providedtheconstitutional
foundationfordevolutionthrougha
democraticallyelectedNorthernIreland
Assembly.AccordingtoHarvey(2003:
1002)theAgreementwas‘complex’and
‘imaginative’,establishingaworkable
‘politicalframework’inthecontextof
‘aninternationalagreementbetween
theUKandIreland…mappedonto
domesticlawandpractice’.While
safeguardingandpromotinghuman
rights,itprioritised:sustainableeconomic
stabilityandgrowth;equalityandsocial
inclusion;normalisationofstatesecurity
operationsandpractices;representative
andaccountablecivilpolicing;review
ofcriminaljustice;disarmamentofall
paramilitaryorganisations;theearlyrelease
ofpolitically-motivatedprisoners.
andimpartial,freefrompartisanpolitical
control;accountable,bothunderthelaw
foritsactionsandtothecommunityit
serves;representativeofthesocietyit
polices,andoperat[ing]withinacoherent
andcooperativecriminaljusticesystem,
whichconformswithhumanrightsnorms’
(Patten2000).InNovember2001the
PoliceServiceofNorthernIreland(PSNI)
succeededtheRoyalUlsterConstabulary
(RUC).In2007SinnFéin,theelected
Assembly’ssecondlargestpoliticalparty,
formallyagreedtoparticipationinthe
governanceofpolicingthroughout
NorthernIrelandandtoadvocatean
acceptanceofthePSNIinNationalistand
Republicancommunities.
The impact and legacy
of the Conflict
Between1969and1999,3,636people
diedintheConflict,2,037ofwhomwere
civilians(McKittricketal.1999:1477).
Followingelectionsin1998,andthe
DuringthatperiodNorthernIreland’s
establishmentoffulldelegatedpowersin
populationwasapproximately1.5million.
December1999,theAssemblyexperienced A2003householdsurveyonpovertyand
continualcontroversy(particularly
socialexclusionfoundthathalfofthose
regardingarmsdecommissioningby
interviewedknewsomeonewhohadbeen
paramilitaryorganisations).Consequently, killed.Anestimated88,000households
theExecutivewassuspendedinOctober
wereaffectedbythelossofaclose
2002forthefourthtimeandUK
relative,and50,000householdscontained
Governmentdirectrulewasresumed.In
atleastoneresidentwhowasinjured.
October2006,theSt Andrews Agreement
Approximately28,000peoplewereforced
(NIO2006)ledtotheresumptionof
toleaveworkand54,000householdswere
devolutionsevenmonthslaterandthe
compelledtorelocatethroughintimidation,
electionofafour-partyExecutiveoftwelve threatsorharassment(Hillyardetal.2005:
Ministers.TheUKSecretaryofStatefor
6).Approximately80,000men,women
NorthernIrelandretainedresponsibilityfor andyoungpeoplewereimprisoned(ibid:
‘excepted’and‘reserved’matters,thelatter 8).Theimpactofinternmentwithouttrial
includingcriminaljusticeandpolicing.
andimprisonmentduringtheConflict
wasbornedisproportionatelyinpoor
Anindependentcommissiononpolicing
communities.Incarcerationhadsignificant
alsoemergedfromthe1998Agreement.
consequencesforfamilies,especially
Itsobjectivewastosecureapoliceservice
children,whoexperiencedfinancial
‘professional,effectiveandefficient,fair
NorthernIreland:TransitionfromConflict
23
hardship,mentalill-health,difficulties
maintainingrelationshipswithimprisoned
parents,andproblemsadjustingtotheir
parent’srelease(Spence2002;Jamieson
andGrounds2002).
Whilemuchhasbeenwrittenaboutthe
impactoftheConflictoncommunities,
whatevertheirculturaltraditionor
location,scantattentionhasbeenpaidto
childrenandyoungpeople.Smythetal.
(2004:90)notethat,ofthosekilled,40
percentwereunder25.Between1969
and2003,274childrenaged17orunder
and629youngpeopleaged18-21lost
theirlives.Almostthreequartersofthose
under18killedwereCatholic,afifthwere
Protestant(ibid:18-20).Themajoritylived
inareasexperiencingthehighestlevels
ofdeprivationandpoverty.Children,
particularlyinNationalist/Republican
communities,witnessedhousesearches
bytheBritishArmy,forcedentryinto
homesandarrestsintheearlyhoursofthe
morningbyarmedpolice,imprisonment
ofparentsorparentsgoing‘ontherun’,
violentconfrontationsanddeathon
thestreets.Acommunitybereavement
counsellorstated:‘Houseraidsareoverto
apointandthephysicalharmisover;but
theemotionalharmisthereandit’snot
recognised’(Kilkellyetal.2004:243).Her
concernwasthat,whilesevereformsof
violencehavelessened,childrenwhosepast
traumawentunrecognisedanduntreated
havebecomeparents.
Withinsomecommunitieschildren
regularlyexperiencedtheimpactofinjury,
deathandbereavement.Theirfearof
violenceextendedtoinformal‘policing’
byparamilitarieswhoadministeredsevere
physicalpunishmentstothoseinvolvedin
alleged‘unacceptable’behaviourintheir
communities.Basedonpolicestatistics,
Smythetal.(2004:88-89)notethat
between1988and2002,496youngpeople
undertheageof20receivedparamilitary
punishmentbeatingsand388wereshot,
usuallythroughthekneesorthighs-24
percentofLoyalistpunishmentbeatings
and32percentofRepublicanpunishment
beatingswereinflictedonyoungpeople
undertheageof20(ibid).Cessation
ofpunishmentbeatingsandshootings
werepartoftheagreedwithdrawalof
paramilitaryactivityincommunities.Yet
policestatisticsrevealthatbetween1999
and2009therewere1,958casualties
from‘paramilitary-style’shootingsand
assaults(PSNI2009).Thesefiguresare
likelytounder-estimateparamilitary
attacksgiventhatonlythemostserious
arereportedtothepolice.Further,threats
andintimidationcontinuetobedirected
towardschildrenandyoungpeopleaccused
of‘anti-socialbehaviour’,particularly
ineconomicallydeprivedurbanareas
associatedwithhighlevelsofconflictrelatedviolence(Kilkellyetal.2004;
Smythetal.2004;Hansson2005;Haydon
2007;Roche2008).
Smythetal.(2004:96-98)suggestthat
research,mediareportsandorganisations
respondingtotheeffectsofthe
Conflicttendedtofocusonareasand
neighbourhoods‘relativelymoreexposedto
eventsintheTroublesthanaverage’.This
ledtoinfrequentexperiences-beingthe
victimofapunishmentattack,joyriding
orseveretrauma-receivingwidespread
publicity.Routineevents,suchasbeing
stoppedandquestionedbythepoliceor
attackedonthewayhomefromschooland
thepervasivenessofsectarianism,were
ignoredandunaddressed.Consequently,
lessdramaticbutmoreprevalent
experienceswere‘normalised’,resulting
in‘chronicanger,lackoftrustinadults,
isolationandfeelingsofmarginalisation,
NorthernIreland:TransitionfromConflict
24
bitternessattheothercommunityoratthe
police,distrustofallauthority,feelingsof
exclusionandmarginalisationorlackof
contactwithorknowledgeofthe“other”
community’(ibid:99).Vulnerability‘is
notonlyexperiencedbyindividuals,but
alsobywholefamiliesandcommunities’.
Recognisingthesignificanceoftransgenerationaltrauma,Smythetal.conclude
that‘adultsonwhomchildrenandyoung
peoplecouldordinarilyturntoforsupport
orprotectionaremoreoftenthannot
exposedtothesametraumaticevents
thatthechildrenare,andarethemselves
traumatisedandsometimesincapacitated–
eitherintheshortorlongterm’(ibid:109).
Health and well-being
SincetheinitiationofthePeaceProcess
therehasbeenanincreaseinthediagnosis
ofconflict-relatedtrauma:‘itisonlywith
thedevelopmentofapeaceprocessthat
mostpeoplehavebeenabletoacknowledge
theirownpersonaltraumatisation’
(Gilligan2006:326).The‘emotionaleffects
oftheConflict’wereparticularlyseverein
economicallydeprivedandunder-resourced
communities.Yet,asnotedinO’Rawe’s
(2003)auditofchildandadolescentmental
healthprovision,appropriateandadequate
serviceprovisionwere,andremain,
seriouslydeficient.Healthprofessionals
andcommunityworkersnote‘collateral
damage’oftheConflict(Kilkellyetal.
2004:112),statingthatamongchildren
andyoungpeoplelivinginsomeofthe
mostdeprivedcommunitiesthereis
evidenceof‘anxiety,depression,deliberate
selfharmandescalatingsuiciderates’.They
identifytheimmediateneedformental
healthsupport-particularlyforthose
childrenandyoungpeopleinconflictwith
thelaw.Achildren’scaseworkerstated:
Whenyou’reraisingmentalhealth
careforthisgeneration,post-conflict,
we’redealingwithahugeagerangeof
peoplewho’vebeenthebereaved,the
injured,beenthechildrenofthosewho
werekilled.Andanothergeneration
whoarethechildrenofthechildren
…theimpactofthetrauma,which
they’recallingtrans-generationaltrauma
…it’saffectingchildren’seducation,
theirmentalhealthandtheirabilityto
participateinsociety(ibid:243-4).
Speakingfromdirectexperience,another
healthcareprofessionalconcluded:
Someofthemostvulnerableyoung
peopleinoursociety,childrenwhohave
beenexposedtoindescribablelevelsof
traumaandabuse,arehavingdecisions
madebasedonresourceavailability
ratherthanneed…duetothecrisisin
theservice,wecannolongerkeepthem
safe.Theymayenduponthestreet
oranothersuicide…no-oneisreally
listening.No-oneisdoinganything
(ibid:113).
AcrossNorthernIreland,over20percent
ofchildrenunder18suffersignificant
mentalhealthproblems(ChiefMedical
Officer1999).AccordingtoKilkellyetal.
(2004:113),despiteforming25percent
ofthepopulation,under-18sareallocated
lessthan5percentofthementalhealth
budget.O’Rawe(2003)notesthatin200102,duetolackofdiscretefacilities,130
childrenwereadmittedtoadultmental
healthunits.Proportionately,thiswasfive
timesthenumberforEnglandandWales.
In2003-04childrenoccupied2,386bed
daysinadultpsychiatricwards(DHSSPS
2005a)–settingsnotedbyInspection
teamstobeunsuitable(DHSSPS2005b:
13-14).TheBamfordReviewfoundthat
childandadolescentmentalhealthservices
NorthernIreland:TransitionfromConflict
25
were‘whollyinadequate…characterised
byoverwhelmingneedandchronicunderinvestment’(McClelland2006:13).
Between1999and2003,theNorthern
Irelandsuicideratewashigherthanin
EnglandandWales,andlowerthan
ScotlandandtheRepublicofIreland
(DHSSPS2006:7).Thefiguresfor
1991-2004showaratetwiceashigh
ineconomicallydeprivedareas,and
incommunitiesthathadsufferedthe
highestlevelsofeconomicdeprivationand
persistentviolencethroughouttheConflict
(DHSSPS2006:12-13).Therewasa
significantincreaseinrecordedsuicides
fromanaverageof150eachyear(20002004)to213in2005.Thefollowingyear
291wasthehighestnumberofsuicides
recordedforanyoneyear(Tomlinson
2007).
Giventhe‘postconflict’rhetoric,akey
issuehasbeenfailuretoidentifythelongtermconsequencesoftrans-generational
trauma.Issuessuchas‘difficultiesin
concentrating’or‘aggressivebehaviour’
areregularly‘misinterpretedbyothers,
beingseenasdeliberatelydisruptive
behaviour’(Smythetal.2004:43).The
inter-relationshipofunaddressedconflictrelatedtrauma,interpersonalviolence
withinfamilies,continuingparamilitary
intimidation,forcedexiling,economic
marginalisationandsocialexclusion
constitute‘specialcircumstances’for
children,youngpeople,theirfamiliesand
communitiesinNorthernIreland.
Additionaldifficultiesincludelimited
accesstohighquality,age-appropriate
childcareandfamilysupport.Thisextends
toloneparents,familieslivinginpoverty,
parentsofolderchildren,migrantworkers
andparentsofchildrenwithdisabilities
(Haydon2008).Horgan(2005:12)argues
thatlowerper capitaspending,higher
levelsofchildpovertyandsubsequent
familydifficulties,haveresultedina
disproportionateallocationofresourcesto
statutoryprotectionratherthaninvestment
inmuch-neededpreventativeinterventions.
Segregation and social divisions
Withinandbetweencommunities,arange
ofgeneralandspecificcuesareusedto
categoriseindividualsaccordingtoreligious
identity-names,accentordialect,school
uniform,footballteamaffiliation,designer
label.Perceptionsofdifferenceandnegative
attitudestowardsthe‘other’arebasedon
assumptionsthatthe‘othercommunity’is
treatedmorefavourably(Leonard2004).
Communitiesaredemarcatedbyflags,
muralsandsymbolsinadisplayofidentity,
territoryandcontrolofspace.Segregation,
inpublichousingandschooling,remain
definingfeaturesofsocial,politicaland
culturalexperiencesandopportunities.
Approximately95percentofNorthern
Ireland’ssocialhousingissegregated
byreligiousaffiliation(NIHE2006).
Accordingtothe2001Censusoverhalf
thepopulationlivesinexclusivelyCatholic
orProtestantneighbourhoods.Recent
figuresfromtheNorthernIrelandOffice
indicatethatthereare53‘peacelines/
walls’infourtownsandcities(BBC News,
1July2009),andthisnumberhastripled
sincetheceasefires(TheGuardian,28July
2009).Ina2003survey,72percentof
respondentswithchildrenorgrandchildren
under19yearsofagestatedthatthey
wouldchooseanintegratedschoolif
therewasoneclosetowheretheylived
(MillwardBrown2003:6-7).Yet,in200708,only6percentoftheschoolpopulation
wasenrolledinintegratednursery,primary
orpost-primaryschools(DENI2008:2).
Leisurefacilitiesandotherserviceswithin
NorthernIreland:TransitionfromConflict
26
predominantlyCatholicorProtestant
communitiesarenotaccessedbychildren
andyoungpeoplelivingoutsidethe
community(Hansson2005:28;Byrneet
al.2005;ShirlowandMurtagh2006).
Almosthalfofthoseinterviewedin
researchexploringtheimpactoffearin
Belfastinterfacecommunities,statedthey
wouldnottravelthroughanareahousing
the‘other’communityduringtheday,
risingto88percentatnight(Shirlow
2003:86).Oneineightrespondentshad
deniedthemselves,oryoungerfamily
members,necessaryhealthcarebecause
thenearesthealthfacilitieswerelocated
inareasoutsidetheircommunity(ibid).
Actualandfearedintimidation,abuse,
verbalandphysicalviolenceremainkey
factorsinsustainingexclusivityand
maintaininggeographicalboundaries.
ThisisillustratedfurtherinShirlow’s
researchwhichrevealedthat,ofthe18-25
yearoldssurveyedinBelfast,68percent
reportedtheyhadneverhad‘ameaningful
conversation’withanyonefromthe‘other’
community(Sunday Tribune,28August
2005).Intimidationandfearreinforcethe
legacyof‘no-goareas’,whereindividuals
maybetargetedbecausetheyareperceived
tobelongtothe‘other’community.
Althoughtherehasbeenasignificant
reductioninviolentsectarianincidents,
childrenandyoungpeoplelivingin
‘interface’areas(thosegeographicalpoints
wheresegregatedculturesmeet)continue
tobeinvolvedinsporadicoutbreaksof
violenceor‘disturbances’.Theseinclude
verbalattacksandthrowingstones,bottles
orfireworks(Hansson2005).Leonard’s
research,withchildrenandyoungpeople
inLoyalistandNationalistinterfaceareas
ofNorthBelfast,illustratesthedurability
ofsectarianismandtheconsolidationof
physicalboundariesmarkedbycontinuing
hostility.Whilechildrengenerally
consideredconfrontationshadcalmed
-‘lessbombingsandshootings’-some
sensed‘morehatredthaninthepast’
(Leonard2004:105).Therewasa‘sense
ofinevitabilityandpermanenceabout
theconflict’.Allwere‘pessimisticabout
thepossibilityforconflictresolutionin
NorthernIreland’(ibid).Reflectingon
day-to-daynegotiationofsocialspaceand
possiblecross-communityinteraction,
‘peace…remainedadistantvision’(ibid:
107).Likewise,youngwomenlivingina
varietyofurbanandruralcommunities
acrossNorthernIrelandreportedfeeling
disillusionedwiththepeaceprocessand
pessimisticaboutthepromiseofpeace
(McAlisteretal.2007).
Whilethe14-year-oldsinLeonard’sstudy
oftenfoundriotingexcitingandanescape
fromboredom,moreprofoundlyitprovided
‘amechanismfordemonstratingreligious/
sectarianidentity…awayofemphasising
theinternalcohesivenessofthegroup’
(Leonard2004:44).Smythetal.(2004:
104)considersuchconfrontationsenabled
andreflectedcontinuedrecruitmentby
paramilitaries.Leonard(2004:7)also
notesthecomplexityof‘territory’and
itsrelationshiptoreligiousandpolitical
identity.TherelativelysmallareaofNorth
Belfast‘containsaround24interfaces’and
‘eightoftheofficialBelfastpeacelines’.
Childrenidentified‘strongties,family,
friendsandneighbours’asthemostpositive
aspectsoflifeintheirneighbourhood.
Incontrast,negativeaspectsincluded:
thearea’sappearance;lackofamenities;
availabilityofalcoholanddrugs;joy-riding;
paramilitaries;rioting.‘Fearofverbal
andphysicalintimidationandviolence’
inhibitedchildren’sfreedomofmovement
andneighbourhoods‘outsidethechildren’s
immediatelocality’were‘labelledasspaces
NorthernIreland:TransitionfromConflict
27
ofriskandfear’(ibid:76;seeHansson
2005).
Despiteteachersandpupilsreferringto
schoolsasplacesofsafety,Leonard(2004)
detailshowschoolsclosetointerfaces
remainedflashpointsforseriousviolence,
includingattacksonschoolbuses,
vandalisingortorchingteachers’cars,and
sectarianattacksinandclosetoschool
grounds.Childrenattendedschoolbehind
lockedgatesunderthesupervisionof
securityguards.Playgroundswerenotused
becauseofstone-throwingoverthehigh
fences.Childrenmovingbetweenhome
andschoolwereregularlyverballyabused
andspaton.Whiletheseexperiences
aremorepronouncedforthoselivingin
interfaceareas,theyarenotexclusiveto
theseareas.Kilkellyetal.(2004)found
thatchildrenandyoungpeopleinvarious
locationsacrossNorthernIrelandreported
sectarianabuseontheirwaytoandfrom
school.
Inadditiontointer-communityconflict,
childrenandyoungpeoplealsoexperience
intra-communityviolence.Withinsome
Loyalistcommunities,exacerbatedbya
protractedfeudbetweentwoparamilitary
groups,forcedexilinghasledtochildren
andfamiliesleavingtheirhomes,schools
andfriends.BetweenAugustandOctober
2000,forexample,263familieswere
exiledfromoneLoyalistcommunity.They
included269children,178ofwhomwere
aged11yearsorunder.Acommunitybasedworkinggrouprecordedthat
approximately1,000individualswere
affectedas‘manyfamiliesarenotliving
athomeandaredispersedthroughout
theareabecauseofdeaththreatsmade
ontheirlives’(Inter-AgencyWorking
GrouponDisplacedFamilies).Throughout
thisdisplacementchildrenwitnessed
intimidationandassaults,theransacking
ofhomesandthedestructionoffurniture.
AccordingtoSmythetal.(2004:83),in
Republicancommunitiestensionsbetween
dissident,anti-Agreementgroupsandthe
IRAwerelesssignificant,butrecentevents
suggestthisischanging.
The dual impact of poverty
and the legacy of the Conflict
Hillyardetal.(2005:xx)statethatthe
‘relationshipbetweenpovertyandconflict’
inNorthernIreland’shistoryis‘strong’
yet‘complex’.TheConflictseverely
underminedeconomicinvestmentand
development,exacerbatedchildpoverty,
andcontributedtohighlevelsofmentalillhealthresultinginimpairedemployment
opportunities(Horgan2005:13).Poverty
inNorthernIrelandisheavilyconcentrated.
In2006,of566wards,25(4.4percent)
recordedchildpovertyabove75percent
comparedwith180outof10,000(1.8per
cent)wardsinBritain(McLaughlinand
Monteith,2006).Under-resourcinghas
beenalong-termandinstitutionalised
issue.MagadiandMiddleton(2007)found
thatonethirdofchildreninNorthern
Irelandliveinincomepovertyandonein
tenliveinseverepoverty.Intheperiod
2001-2004,21percentofchildrenwere
trappedinpersistentpoverty,comparedto
ninepercentinBritain(Monteithetal.
2008:3).Loneparentfamiliesandcouples
withchildrenhaverelativelylowerincome
levelsthanthoseinBritainandlowwelfare
benefitlevelsleavefamiliesbelowtheUK
Government’spovertythreshold.Essential
goods,food,clothingandservicescost
morethaninBritain,compoundingincome
deprivation.
Whilechildrenandyoungpeopleunder18
receivefreehealthcare,familieslivingin
povertyhaveunequalaccesstohealthcare
servicesandpoorerhealthoutcomes(Chief
NorthernIreland:TransitionfromConflict
28
MedicalOfficer2007).Travellersand
minorityethnicfamiliesalsoexperience
directdiscrimination,intimidationand
assault.Asdiscussedabove,mentalillhealthremainsamajorissue,particularly
ineconomicallymarginalisedcommunities.
Theimplicationsforchildrenlivingin
povertyinNorthernIrelandarewelldocumented(see:SavetheChildren2007;
Horgan2009).Theyendurepoorquality
accommodation,ofteninenvironments
withhighratesofcrimeandpoorphysical
conditions.Theyaresubjectedtohigher
accidentrates,poordiet,parentalstress,
physicalandmentalill-healthandlower
lifeexpectancy.Educationalattainmentis
low.Poorerchildrenreportthattheydo
notreceivethesamequalityofeducationas
thoselivinginadvantagedareasandtheir
experiencesofschoolare‘narrowerandless
rich’(Horgan2007:1).Indisadvantaged
areas,boysasyoungasninearealready
disengagedfromschool(ibid).Further,
theyhavelimitedaccesstosafeplay
areasandpublicleisurefacilities.Given
thatpovertyremainspervasiveinareas
mostaffectedbytheConflict,children
andyoungpeoplelivingintheseareas
experiencemultipledeprivation.This
affectstheirchildhoodopportunities,selfesteemandrelationships.
The regulation and policing of
children and young people
Sincethemid-1990snumerousmeetings,
consultationsandconferenceshave
consideredthe‘unfinishedbusiness’ofthe
past,attemptingtoidentifyandresolve
politicaldifferencesregardingpolicing.
Muchdebatehasfocusedontherelated
issuesofoperationalpolicies,priorities
andpracticeswithinanambiguousnotion
of‘normalisation’.ThePattenReport
(2000),however,envisagedtransition
towardsanewframeworkforpolicing
thatmightaddressproblemsofpowerand
accountabilityprevalentinBritainand
otherdemocraticstates.Despiteextensive
and‘inclusive’consultationsconductedby
PattenacrosscommunitiesinNorthern
Ireland,andthehighprofileofavibrant
children’ssector,themostsignificant
identifiablegroupindailycontactwith
thepolice-childrenandyoungpeople-
wasnotconsulted.Thisisnotuntypical.
When‘communitygroups’orlocal
residents’associationsmeetwithpolice
orcommunitysafetyofficerstodiscuss
policingtheirneighbourhoods,children
andyoungpeoplearerarelyinviteddespite
theirbehaviouroftenbeingthemaintopic
fordiscussion.
Issuesraisedbyyoungpeopleregarding
theirexperiencesofthepoliceconsistently
presentdisturbingalternativeaccountsto
officialcommentaries.AsRadfordetal.
(2005:360)note,despitethewealthof
researchonpolicinginNorthernIreland
‘therelationshipbetweenthepoliceand
youngpeoplehasnotbeensubjectto
extensiveconsideration’.Whatfollowsis
evidencedrawnfromkey,independent
studiesofyoungpeopleandpolicing.
Hamiltonetal.(2003)surveyed1,163
youngpeopleaged16to24andheld31
focusgroups.Duringtheprevious12
months,56percentofyoungmenand
28percentofyoungwomenparticipants
hadcontactwiththepolice.Their
experienceswerepredominantlynegative,
withaquarterexpressingahighlevelof
dissatisfactionwiththePSNI.Theywere
constantlystoppedforquestioningand
frequentlymovedon;interventionsthey
perceivedasintimidationandharassment.
Targetingchildrenandyoungpeople
‘includedphysicalviolence,aconstant
policepresenceandbeingwatched,
NorthernIreland:TransitionfromConflict
29
confiscationofgoodsandverbalabuse’
(ibid:6).Fifty-eightpercentreported
unacceptablebehaviourbythepolice,
mainlyintheformofdisrespectand/or
impoliteness.
Ellison(2001:133)referstothesepolice
interventionsas‘adversarycontact’
leadingtopolice-communitytensions.
Hefoundthatmalesaged14to17were
threetimesmorelikelytobestoppedand
searchedthanwere18year-olds.Children
from‘socio-economicallydisadvantaged
areas’weremorethantwiceaslikelyto
havebeenstoppedandsearched.There
wasamarkeddifferenceinperceptions
ofthepolicebetweenyoungCatholics
andyoungProtestants:‘92.6percentof
Catholicmaleswhohavebeenstopped
andquestionedbythe[then]RUC“too
manytimestoremember”believedthis
toconstituteharassment,comparedto
60.3percentofProtestantmales’(ibid:
133).Ellison’sresearchwasconducted
post-Patten.Henotessignificantsupport
amongyoungCatholicsforchange.While
afifthofProtestantyoungpeopleagreed
withslightreform,themajoritysupported
thestatus quo.Morerecently,Ewartetal.
(2004:8)foundthatyoungpeoplewho
identifyasCatholicweremorelikelyto
considerpolicereformshad‘notgone
farenough’,whilethoseidentifyingas
Protestantweremorelikelytoconsider
reforms‘wenttoofaranddiscriminated
againstProtestants’.
AlvaroGil-Robles,European
CommissionerforHumanRights,raised
concernsabouttherelationshipbetween
poverty,socialexclusionand‘community
justice’inNorthernIreland.Herecognised
post-PeaceProcessimprovementsinquality
oflifeformanypeoplewhilenotingthat
‘others,acrossthereligiousdivide,have
lessdemonstrablybenefitedfromeconomic
advances…onecannotbutsuppose
thattensionsanddistrustwilllinger
longerindisadvantaged,sociallyisolated
communities…exclusionandpoverty
facilitatethecontinuingcontrolofsuch
communitiesbycriminalandparamilitary
structures’(Gil-Robles2005:50).He
concluded:
Allindividualshavearighttobefree
ofsuchoppressiveinfluence.Crime,
violenceandparallel‘communityjustice’
wouldappear,however,toremainlowlevelcancersattheheartofNorthern
Ireland’spoorestcommunities…
tacklingthisphenomenon,through
bothsocialandeconomicinvestment
andeffectivepolicing,willnecessarily
bealonganddifficultprocess.Itmust,
however,remainapriority.
InthesubmissionbytheUKChildren’s
CommissionerstotheUNCommittee
ontheRightsoftheChild,theNorthern
IrelandCommissionernotedthat
punishmentbeatingshave‘notbeen
traditionallydealtwithaschildabuseby
therelevantauthorities’.Sheconsidered
thatfurtheractionshould‘betaken
bythepolice,socialservicesandother
relevantagenciestoprotectchildrenand
youngpeoplefromabusebyadultswithin
theirowncommunity’(UKChildren’s
Commissioners2008:16).
Respondingtothecivilpolicingdeficit,
community-basedrestorativejustice
schemesofferanalternativetocommunity
punishments.EstablishedinLoyalistand
Republicancommunities,theydealwith
allegedlow-levelcrimeandanti-social
behaviourbyyoungpeople.Thisinvolves
negotiationswithincommunitiesregarding
paramilitarypunishmentbeatings,
NorthernIreland:TransitionfromConflict
30
controlofchildren’smovementwithin
communities,‘namingandshaming’of
youngpeopleandtheirallegedoffences.
Theiraimsinclude:challengingand
reducingoffendingorharmfulbehaviour
incommunities,developingopportunities
forreconciliationofoffendersandvictims,
andencouragingsafeenvironmentsina
contextwherethereislackoftrustwithin
communitiesrelatingtointervention
bystatutoryagencies.Thepositive
contributionoftheseschemeswas
acknowledgedin2006bytheIndependent
MonitoringCommissionaswellasinan
independentevaluationofCommunity
RestorativeJusticeIreland(CRJI)and
NorthernIrelandAlternatives(NIA)
(Mika2006).
Withchildren’s‘anti-socialbehaviour’
receivingsignificantmediacoverage,
Anti-socialBehaviourOrders(ASBOs),
controversiallyintroducedinEngland
andWales,werepromotedpoliticallyas
aneffectivealternativetocriminaljustice
interventionsandpunishmentbeatingsin
NorthernIreland.Yetlittlerecognition
wasgiventothesuccessoffunctioning
community-basedrestorativejustice
schemes.InitssubmissiontotheNIO
consultationdocument,Measures to Tackle
Anti-social Behaviour in Northern Ireland,a
youngpeople’sorganisationobservedthat
ASBOshad‘thepotentialtodemoniseand
furtherexcludevulnerablechildrenwho
alreadyfindthemselvesonthemarginsof
societyandthecommunitiesinwhichthey
live’(IncludeYouth2004:5).Further,and
carryingpotentiallyseriousconsequences,
wastherelationshipofASBOsto
paramilitarypunishmentsofchildren.
ASBOsandevictionswereproposedin
circumstanceswherenaming,shaming,
beatings,shootingsandexilingpersisted.
Asachildren’sNGOfocusgroup
concludedofpunishmentattacks:‘It’sseen
andrepresentedasjustice.It’sconcreteand
immediate…aquickfix.Itdoesn’twork.
It’sbrutal,inhumanandineffectiveand
doesn’tchallengeanti-socialbehaviour’
(Kilkellyetal.2004:229).TheNorthern
IrelandHumanRightsCommission
(NIHRC2004:8)noted:‘Information
regardingtheidentity,residenceand
activitiesofthosesubjecttoanorder
[will]beinthepublicdomainandcould
leadtothebreachofarighttolifewere
paramilitariestoactonthatinformation’.
Communitynegotiationsregarding
paramilitaryandvigilanteinterventionsin
thelivesofchildrenandyoungpeoplehad
beeninitiatedandweremakingprogress.I
waswithinthisdelicateclimateofpolitical
andsocialtransitionthatanti-social
behaviourlegislationwasimposed.
InJune2005EuropeanHumanRights
CommissionerAlvaroGil-Robles
expressed‘surprise’attheExecutive’s
‘enthusiasm’forthe‘novelextensionofcivil
orders’,notleast‘particularlyproblematic’
Anti-socialBehaviourOrders(GilRobles2005:34).Heraisedfourprincipal
concerns:‘easeofobtainingsuchorders,the
broadrangeofprohibitedbehaviour,the
publicitysurroundingtheirimpositionand
theseriousconsequencesofbreach’.Given
thelimitingformofconditionsinmany
cases,breachwas‘inevitable’.Ineffect,
ASBOswere‘personalisedpenalcodes,
wherenon-criminalbehaviourbecomes
criminalforindividualswhohaveincurred
thewrathofthecommunity’.AstheUK
Governmentsoughttodefenditspolicies
againstsuchcritiques,theNorthern
IrelandOfficepublishedaconsultation
documentoncommunitysafetyseeking
toexpand,ratherthanreduce,theuseof
civilorders(NIO/CSU2008).Proposals
includedimportingheavilycriticised
NorthernIreland:TransitionfromConflict
31
policiesandlegislationfromEngland
andWales–theintroductionofdispersal
zones,‘informationsharing’,individual
supportorders,parentalcompensation
orders,parentsupportcontracts,parenting
supportorders.
Theseverecriticismslevelledagainstthese
policiesinclude:adisproportionatefocus
onchildren,youngpeopleandfamilies
livingineconomicallydeprivedareas;
increasedpressureon‘vulnerablefamilies’;
addedstrainonchild-parentrelationships
(Donoghue2008);deepeningdistrust
ofthepolice;underminingrelations
betweenyoungpeople,thepoliceand
adultsinthecommunity(Crawfordand
Lister2007;Garrett2007;Sadler2008).
Again,the‘specialcircumstances’of
NorthernIrelandappeartobeignored
inyetanotherexampleofpolicytransfer
fromEnglandandWales.Relationships
betweensomecommunitiesandthe‘new
policeforce’remainstrained,andthe
dispersalofchildrenandyoungpeople
totheboundariesofthecommunitywill
increasethepotentialofvictimisation
throughsectarianattack.Giventhe
media’sdemonisationofchildrenand
youngpeople,‘fearofcrime’hasbeen
reinforcedbyanassumptionthattheir
presenceonthestreetscausespublic‘alarm’
or‘distress’.Addressingpublicperception
ofcrimethroughdesignatingspecific
streetsasdispersalzoneswillexacerbate
andencouragenegativestereotypingand
increasinglypunitivemeasuresdirected
towardschildrenandyoungpeople.
RatherthanmeetingtheCommunity Safety
Strategy’sstatedobjectiveoffocusingon
socialinclusion,thelikelyoutcomeis
increasedexclusion,marginalisationand
alienationwithintargetedcommunities.
Children’s rights in
Northern Ireland
Giventherecenthistoryofconflictand
on-goingmarginalisationofchildren
andyoungpeople,theimplementation
ofchildren’srightsandcompliancewith
internationalstandardsisparticularly
significant.ThefirstNorthernIreland
CommissionerforChildrenandYoung
People(NICCY)wasappointedin2003
withtheprincipalaimofsafeguardingand
promotingtherightsandbestinterestsof
childrenandyoungpeople.In2006the
OfficeoftheFirstMinisterandDeputy
FirstMinister(OFMDFM)producedaten
yearStrategy for Children and Young People.
Itstated:‘Wearecommittedtorespecting
andprogressingtherightsofchildren
andyoungpeopleinNorthernIreland
andwillbeguidedandinformedbythe
UN Convention on the Rights of the Child ’
(OFMDFM2006a:23).However,the
Strategyisnotaplanforimplementation
oftheUNCRCasitdoesnotinclude
mechanismstoensurecompliancebyall
governmentdepartmentswithchildren’s
rightsstandards.
NorthernIrelanddoesnothaveaMinister
forChildren.TwoJuniorMinistersin
OFMDFMweregivenresponsibilityfor
childrenandyoungpeoplewithintheir
portfoliosinJune2007.InJanuary2008
onestated:
Aschampionsforchildrenweare
committedtoensuringthattheir
voicesareheardandthatweadoptan
integratedapproachacrossgovernment
intacklingthemanyissueswhich
facetoday’syouth.Childpovertyisa
keypriorityfortheExecutiveandwe
arecommittedtodeliveringexcellent
publicservicestoimprovechildren’s
lifechancesandhelpbreakcyclesof
NorthernIreland:TransitionfromConflict
32
deprivationaswellassupportingparents
sotheycanconfidentlyguidetheir
childrenthroughthevariousstages
oflife.(NorthernIrelandExecutive
2008a).
AMinisterialSub-Committeefor
ChildrenandYoungPeoplehasidentified
keypriorities,including:childpoverty;
earlyyears;vulnerableyoungpeople
(lookedafterchildren,thoseengaged
inanti-socialbehaviourandincontact
withthecriminaljusticesystem,those
experiencingmentalhealthissues,children
withdisabilities);safeguarding,including
supportforparents,familiesandcarers,
childrenwithspecialeducationalneeds.
EachgovernmentDepartmenthas
identifieda‘championforchildrenand
youngpeople’atseniorlevel.Withinthe
Programme for Government 2008-2011,
OFMDFMisresponsiblefordriving
a‘programmeacrossGovernmentto
reducepoverty,addressinequalityand
disadvantage’inwhichoneofthetargets
isto‘ensurethecentralroleoftherights
ofthechild’(OFMDFM2008:36).The
DepartmentofHealth,SocialServices
andPublicSafety(DHSSPS)has
responsibilityforensuringthat‘children
arecaredfor,liveinsafety,areprotected
fromabuse,receivethesupporttheyneed
toachievetheirfullpotential,become
moreindependentandgrowintowelladjustedadults,takingtheirplaceinthe
community’(ibid:24).DHSSPSalso
hasresponsibilityforpromotinghealthy
lifestyles,addressingthecausesofpoor
healthandwell-beingandachieving
reductionsinhealthinequalitiesand
preventableillnesses(ibid:37).Objectives
fortheDepartmentofEducationinclude
helpingchildrenandyoungpeopleachieve
througheducation(ibid:39)andraising
standardsinschools(ibid:49).
OFMDFMhasestablishedaParticipation
Networktosupportengagementwith
childrenandyoungpeopleindecisionmakingprocessesbystatutoryagencies,
localgovernmentandgovernment
departments.Launchingthisinitiative,one
oftheJuniorMinistersstated:
Ourchildrenhaveaverypositiveand
realcontributiontomaketooursociety.
Wevaluethem,wewanttolistento
themandwewanttoempowerthem
tobeabletochangetheworldaround
them.Byfindingnewwaystoconsult
effectivelyanddirectlywiththemon
issuesaffectingtheirlives,wehopeto
bothimprovethequalityoftheirlives
aswellasensuringwedeliverservices
thatmeettheirneeds(NorthernIreland
Executive2007b).
In2002theChildrenandYoungPeople’s
Unit(CYPU)wasestablishedwithin
OFMDFM:‘toensurethattherights
andneedsofchildrenandyoungpeople
livinginNorthernIrelandaregivenahigh
priority’.TheCYPUisresponsiblefor
overseeingimplementationandevaluation
ofthetenyearStrategyForChildrenand
YoungPeopleandsupportstheJunior
Ministersintheirresponsibilitiesrelating
tochildrenandyoungpeople’sissues.
TheUnitsponsorsandmonitorsthe
CommissionerforChildrenandYoung
People,andco-ordinatesresponseson
behalfofNorthernIrelandgovernment
departmentstotheUNCommitteeonthe
RightsoftheChildandothertreatybodies
whoseworkrelatesspecificallytochildren.
Differentgovernmentdepartments,
however,adoptdifferentapproaches
concerningthestatusofUNCRCrights,
withlimitedco-ordinationoflegislation
andpolicy.Therehasbeennoauditof
existinglegislationtoensurecompliance
NorthernIreland:TransitionfromConflict
33
withtheUNCRC.Norhasaframework
beendevelopedtoassesswhethernew
legislationaffectschildren’srights.While
therecentprocessofreportingtotheUN
CommitteeontheRightsoftheChild
providedanopportunitytomonitor
implementationoftheUNCRC,muchof
thedatapresentedintheUKGovernment’s
(2007)Reportdidnotcriticallyanalysethe
impactsonchildren’slivesoflegislation,
policy,strategiesorallocationoffunding.
TheCommitteewasconcernedthatcertain
groupsofchildren‘continuetoexperience
discriminationandsocialstigmatisation’
(forexample:Travellers;migrants,asylumseekersandrefugees;LGBTyoungpeople;
thosebelongingtominoritygroups)(ibid:
para24).Itwasparticularlyconcerned
‘atthegeneralclimateofintoleranceand
negativepublicattitudestowardschildren,
especiallyadolescents,whichappearsto
existintheStateparty,includinginthe
media,andmaybeoftentheunderlying
Aspartofthereportingprocess,aNorthern
causeoffurtherinfringementsoftheir
Ireland NGO Alternative Report(Haydon
rights’(ibid).TheCommitteeregretted
2008)assessedthesituationforchildren
thattheprincipleofthebestinterestsof
andyoungpeople.Itnotedarangeof
thechild‘isstillnotreflectedasaprimary
significantissuesaffectingchildrenand
considerationinalllegislativeandpolicy
youngpeopleasasocialgroup,aswellas
mattersaffectingchildren’,especiallyin
therightsviolationsexperiencedbyspecific
juvenilejustice,immigrationandfreedom
groupssuchaschildrenlivinginpoverty;
ofmovementandpeacefulassembly(ibid:
thosefromminorityethniccommunities,
para26).Inrelationtorespectfortheviews
includingTravellers;lookedafterchildren
ofthechild,theCommitteewasconcerned
andcareleavers;LGBTyoungpeople;
‘thattherehasbeenlittleprogressin
childrenandyoungpeoplewithdisabilities;
enshriningArticle12ineducationlawand
childreninconflictwiththelaw.
policy’(ibid:para32).
Takingthisandothersubmissions
Furtherconcernsrelatingtoissueswithin
intoconsideration,initsConcluding
families(ibid:paras40-50)included:failure
ObservationstheUNCommittee
toexplicitlyprohibitcorporalpunishment
(2008:paras10-20)raisedanumberof
inthehome;lackofappropriateassistance,
concernsrelatingtoimplementationofthe
notablyforthoseinacrisissituation
ConventionintheUK:theConvention
duetopoverty;andhighprevalenceof
hasnotbeenincorporatedintodomestic
violence,abuseandneglectofchildren.
lawintheUKorNorthernIreland;itis
Health-relatedconcerns(ibid:paras54notusedasaframeworkfordevelopment
62)included:inequalitiesinaccessto
ofstrategies;theindependenceandpowers
healthservices;limitedaccesstorequired
ofChildren’sCommissionersarelimited;
treatmentandcareforyoungpeoplewith
lackofbudgetaryanalysismakesitdifficult
diagnosablementalhealthproblemsand
toidentifyhowmuchexpenditureis
that‘inNorthernIreland–duetothe
allocatedtochildrenandwhetherthis
legacyoftheconflict–thesituationof
servestoeffectivelyimplementlegislation
childreninthisrespectisparticularly
andpoliciesaffectingthem;lowlevelof
delicate’(ibid:para56);highrateof
knowledgeabouttheConventionamongst
teenagepregnancies;incidenceofalcohol,
children,parentsandprofessionals.
drugsandothertoxic-substanceuseby
adolescents.TheCommitteeexpressed
NorthernIreland:TransitionfromConflict
34
concernthat‘povertyisaveryserious
problemaffectingallpartsoftheUK…
and…isaparticularconcerninNorthern
Ireland,whereover20percentofchildren
reportedlyliveinpersistentpoverty’(ibid:
para64).
TheCommittee’sconcernsregarding
education(ibid:para66)included:
persistenceofinequalitiesinachievement
forchildrenlivingwiththeirparentsin
economichardship;problemsenrolling,
continuingorre-enteringmainstream
educationoralternativeprovisionforsome
groups(forexample:Travellers,asylumseekers,‘drop-outs’andnon-attendees,
teenagemothers);inadequateparticipation
ofchildreninallaspectsofschooling;
bullying,whichmayhinderattendanceand
learning;highnumbersofpermanentand
temporaryexclusions;segregatededucation
andacademicselectionattheageof11in
NorthernIreland.TheCommitteewas
concernedthat‘therighttoplayandleisure
isnotfullyenjoyedbyallchildren’andthat
areductioninplaygroundshastheeffectof
pushingchildrenintogatheringinpublic
openspaces–abehaviourthat‘maybe
seenasanti-socialaccordingtoASBOs’
(ibid:para68).Commentingspecifically
onASBOs,theCommitteeraisedconcern
about:‘theeaseofissuingsuchorders,the
broadrangeofprohibitedbehaviourand
thefactthatthebreachofanorderisa
criminaloffencewithpotentiallyserious
consequences’(ibid:para79a).Itstated:
‘ASBOs,insteadofbeingameasureinthe
bestinterestsofchildren,mayinpractice
contributetotheirentryintocontactwith
thecriminaljusticesystem’(ibid:para70b),
notingthat‘mostchildrensubjecttothem
arefromdisadvantagedbackgrounds’(ibid:
para79c).
TheresponseofthetwoJuniorMinisters
totheseConcludingObservationswas
anaffirmationoftheircommitmentto
children’srights:
Wearecommittedtorespectingand
progressingtherightsofchildrenand
youngpeoplehereandwillbeguided
andinformedbytheUNConvention
ontheRightsoftheChild…The
concludingobservationscanassistus
inourcontinuousdrivetoimprovethe
livesofchildrenandyoungpeopleand
helpusidentifythekeyissuesaffecting
them.(NorthernIrelandExecutive
2008b).
Thisresponseaffirmedacross-party
commitmentintheNorthernIreland
Assemblytochildren’srightsconsistent
withinternationalstandards.Theearlier
sectionsofthischapterestablishedthe
complexsocial,culturalandpolitical
circumstancesthatcontextualisetransition
fromconflicttopeace.Devolutionhas
beenasignificantandcontestedelement
duringtheearlyperiodoftransition.The
debatesregardingtheestablishmentof
aBillofRightsforNorthernIreland,
alongsidetheAssembly’sobligationsunder
humanrightslegislationandConventions,
remainunresolved.International
standards,however,althoughsubjectto
interpretationarenon-negotiableinterms
ofimplementation.Theprimaryresearch
thatfollowsraisescrucialquestions
regardingthekeyprinciplesof‘best
interestsofthechild’,implementation,
non-discrimination,protectionand
participation.WhileFreeman(2000:27980)notesthata‘chasm’exists‘between
the[UN]Conventionandpractice’he
alsoassertsthata‘regimeofrightsisone
oftheweak’sgreatestresources’.Withthis
inmind,andthecommitmentsmadeby
UKGovernmentandAssemblyMinisters
toarightsagenda,theprimaryresearch
exploreswhethertherealityforchildren
matchesthepoliticalrhetoric.
CHAPTER 3
IMAGES OF CHILDREN AND YOUNG PEOPLE
phraseusedbyadults:“childrenshould
beseenandnotheard”.Theyresentedthe
Acrosstheagegroupsitwasgenerally
assumptionthattheydidnotunderstand
agreedthatadultsviewandtreatchildren
issuessolelybecauseoftheirage.Themost
positively.Thiswasreflectedinthewords
commonlycitedexamplesofnegativeterms
andimagesusedbyadults:“adorable”,
directedtowardschildrenwere:“annoying”,
“helpful”,“weeangels”,“cute”,“kind”and
“anuisance”,“loud”,“spoilt”and“apain”.
“loving”.Mostyoungpeoplebelievedthat
Contrarytotheviewsofyoungpeople,
adultsthoughtchildrenwere“innocent”
childrenalsonotedthevariouswaysthey
and/or“vulnerable”.Adults,they
wereblamedandpunished,includingbeing
commented,assumedthatchildrenwere
senttotheirroom,slappedor“hitwiththe
“easilyled”,“don’tunderstand”and“believe woodenspoon”.Hurtfulcommentsmade
everythingthey’retold”.Consequently,
byadultstowardschildrenincluded:
childrencould“getawaywithanything”
“MymumtellsmeI’mugly.”
andthe“blame”orresponsibilityfor‘bad
behaviour’wasalwaysredirectedtoparents
“Mymumsays:‘OnedayIwishIcould
(inadequatedisciplineandsupervision)or
beproudofyou’.”
toteenagers(badinfluence).Youngpeople
“Iwishthatchildwasn’tmine.”(Co.
gaveexamplesofthetypeof‘anti-social’
Antrim,aged9-11)
behaviourinwhichchildrenwereinvolved
butforwhichtheywererarelyheld
Therewasrecognitionthatsomeadults
responsible:
supportedyoungpeople,understood
“Ifsomebodythrewabrickorsomethin’ theirlivesandtheirbehaviour.Children
andyoungpeopleinmostcommunities
atawindaandcrackedawindainthe
reportedthat“some”adultsviewedand
shoporsomethin’andtheycameand
treatedyoungpeoplewell:
blameyouseandwesay,‘Noitwasn’t
us,itwasyourweemanthere’.They’d
“We’dnowheretogoandthenother
belike,‘Nothat’sawean[child],awean
neighboursthatwewouldastood
wouldn’tbedoin’thatthere,withallthe
besidetheirhousewouldacameoutand
ageofhim,hewouldn’tbeabletodo
broughtusplasticbagsandsay,‘Any
thatthere’.’’(Co.Derry,aged15-19)
rubbishyeuse,putitinthatandjust
keepthenoisedown,there’sweansin
“They’realways[seenas]morepositive
bed’.”(Co.Derry,aged22)
unlessthey’rewithus,thentheysay
we’remakin’themdostufftogetinto
However,acrosstheagegroupsitwas
trouble.”(Co.Fermanagh,aged16-21)
agreedthatadultsgenerallyconsidered
youngpeopletobeanti-socialand
Whendiscussingthenegativeimagesor
intimidating-youngpeoplewererarely
attitudesheldbyadultsaboutchildren,
viewedpositively.Themanywords
youngpeopleusedsofttermssuchas
“naughty”and“cheeky”.Children,however, andtermsusedbyadultstodescribe
disagreed.Whileyoungpeoplestatedthat youngpeoplewerethosethatfeatured
adultsheldpositiveviewsofchildren,those prominentlyinthemedia:“hoodies”,“wee
hoods”,“anti-social”or“ASBOkids”,
under13gaveexamplesofnegativeviews
“thugs”,“louts”,“hooligans”,“gangsters”
andtreatment,oftennotingthecommon
‘Angels’ and ‘demons’?
ImagesofChildrenandYoungPeople
36
and,moregenerally,“troublemakers”.
Children,inparticular,associatedimages
ofyoungpeoplewithcertainbehaviours
-smoking,drinking,takingdrugsand
“actinghard”.Manychildreninterviewed
sharedadults’negativeperceptionsof
youngpeople.Indeed,somewereso
negativethatwhenrole-playingachildren’s
rightsexercise,theydecidedtheywould
banyoungpeopleaged13-20fromtheir
community.Asmallnumberofchildren
feltintimidatedbyyoungpeoplewho
hungaroundthestreetsorused,andoften
damaged,children’splayareas.
Infocusgroupsyoungpeoplefromall
communitiesfelttheywereseenasa
persistent“problem”orthreat.Theywere
“targets”forblameandresentment:
“They[adults]yapatyeifyou’redoin’
anythin’,likekickin’theballoutside
theirhouse.”(Co.Antrim,aged15-20
yrs)
“Ifyou’reinashopthey’dbewatchin’ye
[and]kindofgripthehandbagaweebit
tighter.”(Co.Armagh,aged12-21yrs)
“We’regettin’shoutedatan’allbecause
theyassumethatwe’regoin’tobedoin’
things.”(Co.Derry,aged16-17:their
emphasis)
“Theytrytoavoidyouan’theyfeel
threatenedjustifwewalkuptothem
ortalktothem.”(Co.Fermanagh,aged
13-15)
Aminorityofyoungpeopleacceptedthey
were“noangels”andoccasionallythey
would“actup”.Themajority,however,
suggestedtheyweremisunderstoodandall
were“tarredwiththesamebrush”.Given
thelackofavailablefacilitiesandlittle
money,mostyoungpeoplespenttheirfree
timewithfriendsonthestreetswithin
theircommunities.Yet,theywereoften
viewedasaproblemandmovedon:
“Ifyoustandaroundingroupsonthe
streetorsomethin’theyfeelintimidated
andtheypickonyou,evenifyou’renot
doin’nothin’.”(Co.Derry,aged15-19)
“Ifwewereonthestreetthey’dthink
wewereuptonogood.Butmostofit’s
juststandin’attheshops,andwe’rejust
chattin’.”(Co.Derry,aged21)
Someconsideredthistobeage
discrimination,notingthatwhengroups
ofadultsstoodonstreetcornerstheywere
nottreatedwithsuspicionordisdain.One
groupwholivedinacommunitywithno
youthfacilities,nofootballpitchandno
park,andwerehesitanttoleavethearea
forfearofsectarianattack,consideredthat
theirbehaviourwasmisunderstood:
“Whenwe’reonthecornerswe’rejust
gettin’together,havin’alaugh.But
straightawaytheyseeitasathreat
…Anti-socialbehaviourissimply
congregatin’inagroup.Justbein’
togetherwithyourpalsistargeted
asanti-social.Youwanttotellthem
[police,olderpeople]thatyou’rebein’
social,notanti-social.Theywouldn’tget
it!”(Co.Fermanagh,aged16-21)
Howyoungpeoplewereperceivedhad
clearimplicationsforhowtheywere
treatedandrespondedtobyadults.They
feltshunned,ignored,avoidedandfeared.
Adultsconstantlyshoutedatthemand
phonedthepolice,whomovedthemon:
“Youcan’tevenstandaboutwithout
bein’movedon–‘I’dlikeyouraddress
forbreathing’.They’llbeaskin’foryour
bloodgroupnext!”(Co.Fermanagh,
aged16-21)
ImagesofChildrenandYoungPeople
37
Inallcommunities,youngpeoplefeltthey
hadnorighttopublicspace-theirfreedom
ofmovementwasregulatedandrestricted
becauseoftheirageandstereotyping.
Theywereidentifiedasa‘problem’tobe
solved,ratherthanintegralmembersofthe
communitywithparticularneeds.
Discussionswithyoungpeople
demonstratedhowthemediahadfuelled
assumptionsabouttheirbehaviour.Groups
outonthestreetswerelabelled‘gangs’
or‘gangsters’.Thosewearinghooded
topswereperceivedtobeathreat.Their
presenceandstylehadbecomesynonymous
withcrimeand/oranti-socialbehaviour:
R:“Saytherewasagroupofyoung
peoplestandin’inthestreet,whatdo
youthinkadultsmightthinkabout
them?”
YP1:“They’regangsters.”
YP2:“Lookatthemweehoodies.”(Co
Antrim,aged10-13)
“Ifyou’rewearin’ahoodedtopandyou
alwayshaveyourhoodup,theythink
we’reuptomischief.”(Co.Derry,aged
15-19)
Childrenalsoadoptedthelanguageof
‘hoodies’and‘gangsters’whentalking
aboutyoungpeopleintheircommunities:
“Alltheweehoodiesandgangsterscame
intothepark”.Theyappearedtobe
unawarethatsoontheywouldbeviewed
similarly.
Anti-socialbehaviourwaspartofeveryday
language.Simply‘standingaround’was
deemedanti-social.Thoseconsideredmost
likelytobeassociatedwithsuchbehaviour
wereidentifiedbyappearanceandstyle.
Youngpeoplediscussedthejudgements
andassumptions,basedonappearance,to
whichtheyweresubjected:
“…ifwe’restandin’onthestreetswith
hoodiesan’all,theythinkwe’regoin’
tobatteroldwomen.”(Co.Derry,aged
16-17)
“Herepeoplethinkthatbecauseyou
dressintracksuitbottomsyou’rea
hooligan.Buttheydon’tknowyou
personally,whatyou’rereallylike.”(Co.
Fermanagh,aged16-21)
Onegroupsuggesteditwastheirlifestyle
andeverythingassociatedwith‘being
young’thatcausedconcernandledtotheir
demonisation:
YP1:“It’sjustthelookofus.”
YP2:“It’syourappearance.It’stheway
youdress-wearin’hoods,whereabouts
youhangabout-streetcorners,the
typesofthingsyou’reinto-likecars
andallthishere.Youknow,theyjust
automaticallyassume.”(Co.Derry,aged
15-19)
Changing perceptions: from
‘childhood’ to ‘youth’
Amongallyoungpeopleinterviewedthere
wasastrongbeliefthatchildrenwere
treatedmorefavourablyandreceivedmore
positiveattention,love,careandprotection:
“Adultsloveweepeople.Theylovewee
weans.”(Co.Derry,aged12-15)
“They[parents]didn’tsmokeinfront
ofyecosyewereawean,butnowthey
smokeinfrontofye.”(Co.Derry,aged
8-14)
“Wheneveryou’reachildtheytell
youthattheyloveyou.Butwhenyou
getoldertheyjustsay,‘Getoutofmy
sight!’.”(Co.Armagh,aged9-15)
Theircommentsreflectedpersonal
experiencesintheirfamilies.Morebroadly,
ImagesofChildrenandYoungPeople
38
intheircommunitiesandinwidersociety,
theybelievedthatchildrenreceivedmore
care,considerationandsupport.Inpart
thisrelatedtoassumptionsaboutchildhood
‘innocence’andaperceptionthatchildren
“getawaywithanything”.
Youngpeopleidentifiedatimeintheirlives
whenadultresponseschanged,becoming
lesspositiveandsupportive:“Adolescence”;
“Whenyouhitteenageyears”;“Whenyou
starthighschool”.Thisexperiencewas
oftensuddenanddramatic:
“Theweeonesgetawaywithalotmore
andthat’sgoin’uptotheageof11or
12.Butonceyouhit13,14,15you’rea
nightmare.”(Co.Derry,aged22)
“Whenyouhityourteenageyearsthey
startgoin’:‘Ohthey’reboundtobeupto
somethin!’”(Co.Derry,aged16-17)
“There’slikethistimewhenyougofrom
bein’thoughtofasachildthat’spositive
tobein’ahoodorahooligan.”(Co.
Fermanagh,aged16-21)
Youngpeoplewereexpectedto“have
moresense”thanchildren,totake
moreresponsibilityforthemselvesand
theirfamilies.Oftenthisincludedan
expectationtobemoreindependent
throughpaidwork:
“Whenyou’reayoungerweanandyou
askformoneyyougetit.Nowwhen
youask,youaretoldtogetajob.”(Co.
Derry,aged15-19)
Increasedexpectationsonyoungwomen
withinthehomeincludedshopping,
cleaningandchildcare,whichlimitedtheir
sociallife:
“Adultswillwantyetobabysit…it’s
wileannoying,like,becauseweget
askedtobabysit.Wehavealife,butthey
justmakeuswatchtheirweans.”
“Whenmummieshavegirlstheyexpect
themtocleanthehouseandhelpwith
thebabiesan’all.”(Co.Derry,aged
8-14)
Theperceivedwithdrawalofadultcareand
supportcoincidedwithincreasedpressures
anddifficultiesinyoungpeople’slives.
Manydescribedthesuddentransitionfrom
feelingshelteredandprotectedtotakingon
onerousresponsibilitiesandmakinglifedefiningdecisions.Theywerealsoexpected
to‘fitin’whilegoingthroughemotional
andphysicalchanges,oftenwithoutadvice
orsupport:
“Goingtohighschoolyouneedtowise
up–ithappenstooquickly.Youhad
tobemoremature.You’retryingtofit
in.Youstartcursingandallthat.”(Co.
Armagh,aged9-15)
“Growin’uptoobecausewhenyou’rea
weansometimesyouplaywithdollsan’
all.Thenyou’regrownupandyouhave
toleaveallthesethingsbehindbecause
peoplewillthinkyou’reweirdcosyou
havetobeintootherthingswhenyou’re
like14orsomethin’.Yehavetolearn
andgotoschool,cosinprimaryschool
yedofunthings.”(Co.Derry,aged
8-14)
Youngwomendiscussedthesignificanceof
makingfriendstoavoidbeinglabelled“a
loner”.Isolationoftenledtobullyingand
‘image’wascrucial:
“Notfittin’in,withpeoplesayin’you’re
fat.”(Co.Antrim,aged10-13)
“Somepeople,ifthey’vestrawberry
blondehair,they’rebulliedorother
peoplemockthem.”(Co.Derry,aged
14)
ImagesofChildrenandYoungPeople
39
“Yourhairhadtobeperfect,youhadto
beskinny.Youknow,everybodywoulda
wentonabouttheirweight.”(Co.Derry,
aged21)
Thepressurestosmoke,drinkalcoholand
havesexalsorelatedto‘fittingin’.One
groupconsideredthatimagewasspecific:
“Whattowear,whatthefashionis,
whattodrinkandallthatthere.”(Co.
Tyrone,aged14-25)
Someyoungpeoplestatedthattheir
decisionsaboutsexualbehaviourwerenot
alwaysfullyinformed,oftenreflecting
negotiationofidentityinrelationtotheir
peers:
YP:“Theythink‘Ifeverybodyelseis
doin’itandI’mnotdoin’it,thenI’llget
wilestick’.Thentheydoit,then.”
R:“Istherepressureaboutthat?”
All:“Aye.”
YP:“Yewannabealaddon’tye?”(Co.
Derry,aged16-17)
Responsibilitiesandexpectationsbrought
concernsaboutthelonger-termfuture:
“It’shardtoknowwhatyou’regoin’to
dointhefuture,aboutyourwork,what
you’regoin’todoandwhereyou’regoin’
togo-tryin’togetajobandyourown
houseandall.”(Co.Derry,aged8-14)
Manyfeltthatparentsandadultsoffered
littleunderstanding,helporsupport:
“Theydon’tknowwhatit’slikebeing
ourage,inthisyear.Like,times
change.”(Co.Tyrone,aged14-25)
Anothergroupnotedthat,incontrastto
theirchildhoods,therewaslittlesupport
foryoungpeopleexperiencingphysicaland
emotionalchanges:
R:“Whattypesofthingsdoyoung
peoplefindhardgrowinguphere?”
YP:“…allthechangesyou’regoin’
through.”
R:“Likephysicalandemotional
changes?Istherepeopletherethatyou
cantalktoaboutthat?”
YP:“No,you’dbetooshowed,
embarrassedtotalktopeople.”
YP:“Whenyou’reaweanyougethelp.”
(Co.Derry,aged8-14)
Difficultiesrecountedbyyoungpeopleas
theymovedfrom‘childhood’to‘youth’
coincidedwithintensifyingpressures
regardingtheirassumeddisruptiveor
anti-socialbehaviour.Thiscomplexmixof
internalisedturmoil,externalexpectations
andpubliccondemnationinevitably
resultedinfeelingsofhurt,sadnessandlow
self-esteem.
Making sense of the
representation of youth
Childrenandyoungpeopleidentified‘bad’
behaviourasthemostsignificantinfluence
inshapingadults’negativeviewsofyoung
people:
“Theyseesometeenagersdoingbad
things.”(Co.Down,aged9-10)
Second,wasstereotyping:
“Onceyouhaveyourhoodup,you’rea
hood.”(Co.Derry,aged12-15)
Third,wastheimpactofmedia
representationsofyoungpeople:
“Theyseebadthingsinthenewspapers
orontheTVnews.”(Co.Down,aged
9-10)
“Mygrannywouldsay,‘Ohtheseyoung
onesthesedaysnow,that’salltheydo
-drinkandtakedrugsandgetpeople
ImagesofChildrenandYoungPeople
40
pregnant’.That’sthewayshewould
speak.Ithinkit’sbecauseofreadin’the
newspaper.”(Co.Derry,aged21)
Fourth,wereadults’memoriesoftheirown
childhoods:
“Becausetheyknowfromexperience
whentheywereyounger.”(Co.Armagh,
aged12-21)
“Theydiditwhentheywereteenagers.”
(Co.Down,aged10-11)
“Theywerepickedonsotheypickonus
now.”(Co.Derry,aged16-17)
Finally,inter-generationalpowerwas
significant:
“Becausewe’resmallerthanthem
…we’resmallandthey’rebig.”(Co.
Armagh,aged9-15)
“Becausewe’resmaller…moreyounger
thanthem…theyhavemorepower.”
(Co.Fermanagh,aged16-21)
Whileyoungpeopleacknowledgedthat
thenegativebehaviourofsomeimpacted
ontheimageofall,childreninterviewed
werelesslikelytodifferentiatebetween
individualandgroupbehaviour.They
believeditwasyoungpeople’sunacceptable
behaviourthatresultedinnegative
labelling.Allages,however,raisedthe
significanceofstereotypes(althoughnot
necessarilyusingtheword).Negative
perceptionsrelatedtohowyoungpeople
dressedandwherethey‘hungout’.All
agreedthatthemediainfluencedwidelyheldnegativeviewsaboutyoungpeople.
Theynotedthat,withtheexception
ofsport,positivestoriesaboutyoung
peopleonthetelevisionnewsorinlocal
newspaperswererare.Storiesfeaturing
youngpeoplewerepredominantlynegative,
focusingondrinking,fightingand/or
gangs:
All:“Awwnewspapers.”
YP1:“Theywritesomeshite.”
YP5:“Aye,whenitsnowed,theyjust
likeputthem[youngpeople]onthe
frontpage.”
YP1:“Aye,forsnowballin’cars.Ithink
thepaperscanwritewhateverthey
want.Theyblamechildrenfortakin’
drugswhentheydon’t.”
YP5:“HeytellherabouttheAK47-the
toygun.”
YP1:“Therewassomeboywithapicture
ofatoygun,anAK47,onbeboandthey
putitonthefrontpageofthepaper.”
R:“Dotheyevercomeandtalktoyou
andgetyoursideofthestory?”
YP1:“No,yejustgetscooped.”
R:“Isthereanygoodcoverageabout
youngpeopleinyourlocalnewspaper?”
YP8:“Justsports.”
YP1:“Suretherewasthisbigwrite-up
inthepaperaboutflagsalongtheroad.
Andwetookthemdownan’all,and
therewasneveranythingsaid.”
Thestoryaboutthenewspaperthat
featuredanimageofayoungpersonwith
agun,wasalsotold-andbelieved-bya
groupofadultcommunityrepresentatives.
Theystatedthat“youthshavetakenover
thisarea…childrenhavenorespectfor
anythingoranyone”.Thiswascontrasted
withtheirsharedviewthattheareawas
constantlyinthemediaandthatreporting
wasalwaysnegativeandoftenunfair:
“Theestateisconstantlyinthemedia.
Somethingbadhappenshere,itis
instantlyreported.Butwhensimilar
thingshappeninotherareas,thereis
nomentionofit.Anythingaboutthe
areaisalwaysnegative,thereisnothing
aboutthegood.”
ImagesofChildrenandYoungPeople
41
Asnotedabove,youngpeoplealso
describedtheirinvolvementinnegotiations
toremoveflagsfromtheestateandthe
borderingmainroad.Therehadbeen
considerablemediacoverageaboutthe
problemsassociatedwithflags.Yetwhen
theyoungpeopleagreedtotheirremoval,
therewasnomentionoracknowledgement
ofthisresponse.
Acrossthecommunities,therewere
manyexamplesofyoungpeople’s
commitmenttoactivitiesorschemes
withpositiveoutcomes.However,the
commonperceptionofyoungpeople
remainedpredominantlynegative.In
onecommunity,forexample,agroupof
youngpeopleorganisedandfacilitated
severalcommunitymeetingsaboutalcohol
awareness.Theyinvitedyoungpeople,
parents,publicansandlocalcouncillorsto
developacodeofpractice.Whilemany
youngpeopleattended,theinitiative
receivedminimalsupportfromparents.
Onlyonepublicanandnolocalcouncillors
attended.Althoughthegoodworkofthis
youthgroupwasrecognisednationally,
andtheywereawardedaprestigiousprize,
therewasnorecognitionwithintheir
community:
YP1:“Surethecouncillorsthatarein
[thearea],no-oneevenknowswho
theyare.Likeweinvitedoneofthe
councillorsdowntothatpublicantalkas
well.Didn’tevencome.”
YP3:“Invitedthemtotheopenin’of
thedrop-in,theywereinvitedtogoto
Londontowatchusreceiveanaward
andtheydidn’tevenacknowledgethat
we’dwonit,tosaycongratulations.”
YP1:“Wewritthemaletterandthey
neverevenwritareplytosaythanksfor
theoffer.”
R:“Andhowdoesthatmakeyoufeel
whenthathappens?Obviously,it’sabig
thingwinningtheaward?”
YP7:“It’sjustliketheydon’tcare.”
YP3:“Weweretheonlyyouthgroup
inNorthernIrelandthatwonandnot
beingrecognisedbyyourownpolitician
butbein’recognisedbytheHome
Secretary...”
YP2:“Itwasabitofadisappointment
like-theyhadn’teventherespectto
comeintotheoffice,andit’sroundthe
cornerfromwheretheylive,andsay
‘God,youwonthis,welldone’.”(Co.
Tyrone,aged14-25:theiremphasis)
Theprogrammeco-ordinatorcommented:
“Thatwasaknock-backtotheyoung
people.Peopledon’tletthemknowthat
theyareimportant.”
Youngpeoplewereconcernedthattheir
behaviourwasjudgedbyadults’personal
experiencesofgrowingup.Reflectingon
theirownpast,however,appearednot
togiveadultsanydeeperunderstanding
ofyoungpeople’srealitiesandpressures.
Therewasconsiderablediscussionabout
thisfailureorunwillingnesstounderstand.
Instead,youngpeoplefeltjudgedand
treatednegativelysimplybecausetheywere
identifiedasdifferent,youngerandwithout
influence.Inthewordsofoneyoung
person:“They[adults]don’tknowthe
personinside…theyseewhattheywanna
see”(Co.Down,aged17-20).
The impact of negative
perceptions
Childrenandyoungpeoplewere“happy”
andfelt“goodabout themselves”when
adults’perceptionsandresponseswere
positive.Theydiscussedtheimpactof
perceptionsonfeelingsofself-worthand
emotionalwell-being.Whenresponses
werepositive,theyfeltloved,caredforand
included:
ImagesofChildrenandYoungPeople
42
“Youfeelthey[adults]reallycareabout
you.”(Co.Down,aged10-11)
Affirmationfromadultsencouraged
positiveresponses:
“Itwouldmakethem[childrenand
youngpeople]wanttodosomething
more,likemoregoodtomakethem
[adults]thinktheyweregood.”(Co.
Derry,aged8-14)
Negativeperceptionsandresponses,
however,ledto“sad”feelings.Sadness
wasusedgenerallyasacatch-alltermand
included:“unhappy”;“upset”;“depressed”;
“hurt”;“insecure”;“paranoid”;“selfconscious”;“unloved”;“badaboutyourself ”.
Thoseofallagesoutlinedhowconstant
negativeperceptionsimpactedontheir
emotionalwell-being.Somefeltparanoid
abouthowtheywereviewed,discussedand
staredatbyadultsintheircommunities
andinlocalshops,wheretheyfeltthat
therewasanexpectationtheywould“do
somethingwrong”.Othershadlostselfconfidenceandself-esteembecausethey
wereconstantlyquestionedanddoubted.
Manylinkednegativeperceptionsand
feelingstosuicide:
“Suicidal–likeyouwanttokill
yourself.”(Co.Antrim,aged9-11)
“…itwouldmakeyouwannado
somethin’likekillourselvesor
somethin’.”(Co.Down,aged10-11)
“Theytrytomakeyoufeeldownallthe
time…It’sprobablywithsomepeople
thesametypeofthing[aswhatleads
tosuicide].Itputsthemunderalotof
pressure-insteadoftryin’toignoreit,
theydothesethings.”(Co.Derry,aged
15-19)
“Itjustgetstoyouallthetime,
underminesyou.It’sfeelingsof
insecuritythatleadstosuicide.”(Co.
Fermanagh,aged16-21)
Themostfrequentlycitedresponseto
negativeperceptionswas“anger”because
theyweremisjudged,“stereotyped”and
“notgivenachance”.Youngpeoplestated
that,becausetheywerenotrespected,they
lostrespectforthosewhojudgedthemand
hitbackinanger-thusreinforcingthe
negativelabel:
“Youthink‘What’sthepointineven
tryin’bein’goodifthey[adults]only
pointoutthebadpoints’.”(Co.Derry,
aged16-17)
“Itjustmakesusdomore…Ifthey
haveaname,theymayaswellliveupto
it.”(Co.Armagh,aged12-21)
“Peoplegetdrunkandwrecktheplace
becauseofthewaythey’retreated.”(Co.
Derry,aged12-15)
“You’regonnabebadifyou’reexpected
tobebad…Ifthepolicearealways
fuckin’annoyin’ya,you’regonnabebad
andyou’regonnahatethelaw.”(Co.
Fermanagh,aged13-15)
Manychildrenandyoungpeoplerecounted
howtheyfeltexcluded,unlovedand
unwanted.Insomecases,thisextended
tofeeling“hated”byadultswithintheir
communities:
“Theyjusthateus.”(Co.Fermanagh,
aged13-15)
“Theythinkwe’rescumbags.”(Co.
Armagh,aged12-21)
“Notlovedandnotliked.”(Co.Derry,
aged9-11)
“Asifyoudon’tbelongintheworld.”
(Co.Antrim,aged10-13)
ImagesofChildrenandYoungPeople
43
Thepersistentexperienceofantagonism,
distrustandrejectionbyadultsdiminished
youngpeople’sselfesteem.Withoutrespect
fromadultswithintheircommunities,and
experiencingsuspicion,somechildrenand
youngpeoplefeltprovokedtoreact:
“Youmakewaystogetattention.
Youactup–evenabadresponseisa
response.”(Co.Armagh,aged13-24)
Whilesomeadultcommunity
representativesandafewchildren
consideredyoungpeoplewereambivalent
abouthowtheywereperceived,this
wasnotreflectedinthefocusgroups.
Becausetheyfeltlabelled,thattheycould
“donothingright”,theenjoymentand
excitementofbeingyoungandgrowingup
waslost.Thisisreflectedinthefollowing
exchange:
R:“Howdoyouthinkthatmakes
youngpeoplefeel[whenitisalways
thoughtthattheyareuptonogood]?”
YP1:“Angry.You’renotgivenachance.”
YP2:“Likeyoucan’tgooutandhavea
laughwithyourfriends.”
YP3:“Alwaysgettin’theblamefor
everything.”[theiremphasis].
R:“Whenyousayeverything,whatdo
youmean?”
YP3:“Otherpeoplearealwaysright.
We’reneverright.We’realwayswrong,
we’realwaysinthewrong.”
YP1:“Youfeellikeeveryonefeelsthey
aresuperiortoyou.”(Co.Derry,aged
16-17)
Inadditiontotheimpactsemotionallyand
onyoungpeople’sfutureactions,several-
particularlyyoungmen-wereconcerned
thatnegativeassumptionsabouttheir
behaviourcouldleadtocriminalisation.
Theyrecalledinstancesofthepolicebeing
calledbecauseyoungpeoplewerehanging
aboutonthestreets.Thisledtothembeing
questionedor“lifted”[arrested],andto
directconflictwiththepolicebecausethey
feltunfairlytargetedandharassed.While
longer-termconsequenceswereunderstood
byyoungpeople,adultsseemednotto
understand:
“Theyringthepolicean’theydon’t
realiseitaffectsourlives.Wegetinto
troublewiththecopsan’,beforeyou
know,it’sjail.An’thenit’sreallyhardto
getajob.”(Co.Fermanagh,aged16-21)
Alongsidepolicetargeting,someyoung
peopleexperiencedtheuncompromising
threatofdissidentparamilitarieswho
continuedtoassertcontrolthrough
intimidationandpunishment:
“They[adults]blameusforstuffand
wegetabadnameforit…andthere’s
copscomin’uproundhereandthere’s
paramilitarieslookin’roundallthetime
andtheyblameye.”(Co.Derry,aged
15-19)
Overall,childrenandyoungpeople
consideredthatthenegativereputation
imposedonyoungpeoplewasunfair
anduninformed.Theconstantpressure
ofrejectionandexclusion,togetherwith
directthreatsofviolence,undermined
self-confidenceand,simultaneously,
provokedangryreactions.Whilesome
turnedinonthemselves,indicatedby
regularcommentsaboutsuicide,others
respondedthroughviolenceandantisocialbehaviour.Yetallagreedthat
positiveresponsesfromadultswithinthe
communitydrewpositivereactionsfrom
youngpeople.Theexperiencesofonegroup
weresopronouncedthattheyresolvedto
bedifferentasadultsandtotreatthenext
generationdifferently:
ImagesofChildrenandYoungPeople
44
“Wheneverwegrowup,thewaywe’re
treatednow,we’llbeabletosay‘Look
atthewayIwastreated’.We’llbeable
totreatthembetterandtreatthem
withrespect.Weshouldtreatthenext
generationthewayweshouldhavebeen
treated.”(Co.Derry,aged16-17:their
emphasis)
Changing negative perceptions
Mostyoungpeoplewantedadultstothink
differentlyaboutthem,tounderstandtheir
livesandrealities,andnottoperceivethem
asathreat:
R:“Wouldyoulikeadultstothink
differentlyaboutyoungpeople?”
YP:“Aye.”
R:“Howwouldyoulikeadultstothink
aboutyoungpeople?”
YP:“Tothink‘Oh,they’rejustplaying,
carryingon,beingnoisy’…Mostof
them[youngpeople]areok,ifyouask
themtomoveontheydo.They’rejust
noisy.”(Co.Derry,aged13)
Topromoteapositiveviewofyoung
peopleandbetterrelationsbetweenyoung
peopleandadults,thegroupsoffered
foursuggestions.Mostcommonwas
theencouragementofinteractionand
communicationbetweenyoungpeople
andadults.Thiswouldenableadultsto
knowandunderstandyoungpeoplemore
intimately,thuschallengingnegative
assumptions.Onegroupsuggestedthat
youngpeopleshouldhavetheopportunity
toinformadultsabouttheimpactof
negativeperceptions:
“They[youngpeople]shouldtellthem,
showthemhowtheyfeelwhenthey
[adults]dothatandtellthemwhatthey
saycanbehurtful.”(Co.Derry,aged
8-14)
Alesssubtlesuggestionwas:
“Thechildrencouldshowtheadults
who’sboss,pickonthem,seehowthey
likeit.”(Co.Antrim,aged10-13)
Anothergroupnotedthedifficultiesin
improvingsocialinteraction:
“Changetheattitudesofadults,tryto
bringthemintotheclubandgetthem
tomixwiththeyoungsters-butwe’ve
triedthatbeforeandmostofthemaren’t
interested,theyjustwantridofthe
weans[children].”(Co.Antrim,aged
19-20)
Somecommunityrepresentativesfrom
thesamearea,however,hadasimilar
impressionaboutyoungpeopleasthat
voicedbyyoungpeopleaboutadults:
“Youngpeoplejustaren’tinterested-
theyprefertohangaboutthestreetsand
terroriseresidents”.
Withintheresearchsitestherewere
positiveexamplesandexperiencesof
programmesinvolvingbothyoungpeople
andadults.Thesehighlightedthepotential
ofintergenerationalwork,ifitissensitively
organisedandadequatelyfunded.
Centraltochildren’sandyoungpeople’s
viewsaboutchangingnegativeperceptions
wasgreaterprovisionofactivitiesand
facilitiestoconstructivelyoccupytheir
time:“Ifwe’renotabout,theycan’tblame
us”(Co.Derry,aged15-19).Theyalso
confirmedthatsomechildrenandyoung
peopleneededtoimprovetheirbehaviour
andchallengeprevailingnegative
stereotypes.Whilesomegroupssuggested
thatthiscouldbedoneby“youngpeople
doingthingsroundthecommunity”(Co.
Derry,aged8-14),otherscommentedthat
theircontributionstotheircommunity
werenotrecognised.Theysuggestedthat
ImagesofChildrenandYoungPeople
45
themediaandcommunityrepresentatives
hadaresponsibilitytoreport“thegood
thingswedo”.Onegroupnotedthey
werenotinclined“tobeoutplantin’trees
inpeople’sgardens”(Co.Fermanagh,
aged13-15),especiallyiftheywerenot
recognisedalreadyfortheirpositive
contributionstocommunitylife.
Manyyoungpeople,particularlythose
negativelylabelledintheircommunities,
believedlittlecouldbedonetochange
adults’perceptionsotherthanconforming
totheirdemandsandexpectations:
“Stayinthehouse,thentheycouldn’t
saynothin’.”(Co.Fermanagh,aged1315)
“GotomassonSunday,dochoresand
donicethings…shopforotherpeople
andthenthey’dallthinkyou’reawee
goodiegoodie.”(Co.Derry,aged16-17)
Thesequotessuggestedthatacceptance
couldbeachievedonlybyrejectingthe
excitement,adventureandenjoyment
associatedwithbeingayoungperson.One
groupsuggestedthat,iftheybehavedas
badlyastheirreputationimplied,adults
wouldappreciatehowmildtheyactually
were:
“Itwouldchangeifwewentpure
[completely]badlikeeverywhereelsedo
…there’ssomethin’on[TV]lastnight
aboutanti-socialbehaviourinEngland
andthey’reworsethanus.Peoplethat
comedownfromBelfastcouldn’tbelieve
howgoodwewere,sayin’therewasno
housebreakin’,carsstolenandthat.”
(Co.Fermanagh,aged13-15)
Key Issues
- Children considered that they were respected
and supported within their families and
communities.
- For many young people, rejection and
exclusion by adults was a common
experience in their families and in their
communities.
- Expectations and responsibilities placed
on young people in the home, school
and community, were not matched by
appropriate information, advice and
support.
- Young people experienced difficulties in the
transition from ‘childhood’ to ‘adolescence’
– a period of physical and emotional change
and a perceived loss of adult protection and
support.
- Young people considered the labelling of
their behaviour as ‘anti-social’ or ‘criminal’
by sections of the media to be unfair and
unfounded. This was deeply resented.
- In all focus groups conducted with children
and young people, there was evidence of
diminished self-esteem impacting on their
emotional well-being. While some young
people responded through being hostile,
angry and volatile – often bolstered by
alcohol – others withdrew into themselves.
- Well-conceived and adequately resourced
intergenerational initiatives challenged
negative reputations and stereotypes that
prevailed within communities.
- Promotion and protection of children’s
rights is central to development of positive
interventions, opportunities to challenge
discrimination and stereotyping, secure free
association, promote participation and create
conditions for good health and well-being.
CHAPTER 4
PERSONAL LIFE AND RELATIONSHIPS
Being heard and taken seriously
Regardinginvolvementindecisionsthat
impactedontheirlives,children(under
13s)gavepredominantlypositiveresponses.
Oldergroups,however,werelesspositive.
Childrenconsideredthatadultsweremost
responsivewhentheyneededhelp,advice,
support,orwhentheywereworried,hurt
orintrouble:
“Theylistenwhenyou’reworried,orif
youfall.”(Co.Down,aged9-10)
shouldbetakenseriouslybecause…’,the
followingareillustrativeofissuesraised
aroundthethemeofsafety:
“Iftherewasanyglassinthepark,and
thecouncildidn’tlisten,thenchildren
couldgethurt.”(Co.Down,aged10-11)
“Cosifsomethin’swrongthenthey’ll
[children]sayinsteadofcoverin’itup.”
(Co.Derry,aged14)
Regardingsafety,onegroupstatedthat
adultshadaresponsibilitytolisten.
“Whensometimessomethin’shurtthem Anotherfeltthenecessityto“getitoutof
theirhead–youmightbethinkingitover
[children],likeifsomethin’shappened
andoverandoveragain–youcouldgo
inschoolorsomethin’andyoulook
upset,theywouldlistenandtellyewhat mental”(Co.Down,aged9-10).
todo.”(Co.Derry,aged8-14)
Onegroupofyoungpeopleconsidered
ita“righttoexpressourviews”(Co.
Whilethesecommentsarenotdirectly
aboutchildren’svoicesindecision-making, Fermanagh,aged16-21).Whileagroupof
childrenthoughtthattheircontributions
theyareimportantexamplesofbeing
weredistinctandvaluableasadirect
listenedtoandtakenseriously.Others,
consequenceoftheirage:“Childrencan
however,feltthatadults’responsiveness
bemoreimaginativesocouldhavebetter
wasdependentontheirjudgementsabout
ideas”(Co.Down,aged10-11).
the‘value’ofwhatwasbeingsaidorthe
viewsoftheindividual:
‘Beinglistenedto’ledtothoseinterviewed
feelingpositiveaboutthemselves,caredfor
“Theylistenwhentheythinkyou’re
doin’somethinggood.”(Co.Derry,aged andtakenseriously.Forchildrenitmeant
theyhadlesstoworryabout,feltsafer,
8-14)
receivedmoreadviceandsupportthus
“Theyonlylistentothegoodones.”(Co. reducingthelikelihoodof“badthings”
Derry,aged12-15)
happeningtothem.Youngpeopleframed
“Itdepends,ifthey’reinterestedinwhat theirresponsesaroundbeing‘respected’
byadults.Yetthemajorityofchildrenand
yehavetosay,theywill[listen].”(Co.
youngpeopleconsideredthatadultsdidnot
Derry,aged15-19)
involvethemindecisions,nortaketheir
Allagegroups,acrossthecommunities,
viewsseriously:
explainedtheimportanceforchildrenand
“Theydon’tlistenwhenyoutelltales
youngpeopleofbeingconsulted,included
aboutwhensomebodyhitsyou.”(Co.
andrespected.Theirprioritywasthatan
Antrim,aged7-10)
issuecouldbeimportantand/orserious.
Children,inparticular,wereconcerned
“Saywhenthey’rebusy,they’retoobusy
aboutissuesofsafetyandprotection.
tolisten.”(Co.Derry,aged8-14)
Completingthesentence,‘Children’sviews
PersonalLifeandRelationships
47
Childrenandyoungpeopleoftenfelt
pre-judgedbyadults,withouthavingthe
opportunitytovoicetheirviews.One
groupagreed:
“They[adults]thinkweareajokeand
justmessabout…Adultsbrushover
ourideas.”(Co.Tyrone,aged12-25)
Whenviewsweresought,youngpeople
consideredthatthiswasoftentokenistic:
“Itwouldmakeyethinkthatpeople,
theyaskyeyouropinionbutdon’ttake
anyofitin-thatit’sgoin’inoneear
andouttheotherand,‘Sure,it’sonly
ayoungperson,they’llprobablybe
standin’atthecornerattheweekend
anyway’.”(Co.Derry,aged22:her
emphasis)
Forchildren,theexclusionoftheirviews
byadultsbroughtsadnessandanger.Young
peopleidentifiedseveralconsequences:
“actingup”and“retaliation”togain
attention;experiencingdisrespectand/or
insignificance:
“[Like]awasteofspace.”(Co.
Fermanagh,aged13-15)
“…youfeellikeyou’llgetnowherein
life.Thatnobodycares,andtheydon’t.”
(Co.Derry,aged16-21)
Askedtoprovideadefinitionof‘respect’,
thereweresomeage-relateddifferences.
Childrenhaddifficultydefiningrespect.
Theyofferedexamplesofpeople“doing
things”forthemorchildrenbeing
“mannerlyandnotbein’cheeky”(Co.
Derry,aged14).Fiveprominentthemes
emergedfromthegroups–positive
treatment,helpandsupport,listening,
trustandreciprocity.Themostfrequently
citedwas“beingtreatedwell”and“treating
otherswell”.Thisincluded“beinggiven
things”,notbeingdiscriminatedagainstor
judgednegativelyandbeingtreatedequally
andfairly:
“Speakin’topeoplelikeyouwouldlike
tobespokento.”(Co.Tyrone,aged1425)
“Tobetreatedlikeanequal.”(Co.
Armagh,aged13-24)
Helpingothersandbeinghelpedbyothers
asareciprocalprocesswasalsosignificant.
Many,acrossallagegroups,identified
listeningasakeyelementofrespect:
“Theytakeeverythin’intoconsideration,
likewhatyou’resayin’tothem,andthen
theygiveyourespectandyougiveit
themback.”(Co.Antrim,aged10-13)
“Listenin’towhatpeoplehavetosay
andtakin’intoaccountwhatpeoplesay
…”(Co.Derry,aged15-19)
Youngpeopleespeciallyidentified‘trust’,
‘listening’andreciprocityascrucialto
respectbetweenthemselvesandadults.As
onegroupnoted,“it’saboutgiveandtake”
(Co.Derry,aged16-17).Therewasclear
recognitionthatrespecthadtobeearnedto
bereturned:
“Benicetousandwe’llbenicetoyou.”
(Co.Fermanagh,aged13-15)
“Iftheydon’trespectyou,youdon’t
respectthem.”(Co.Tyrone,aged14-25)
“Youhelpme,Ihelpyou.”(Co.Antrim,
aged18-20)
“Ifyoudon’trespectsomebody,they’ll
notrespectyou.”(Co.Armagh,aged
12-21)
However,therewerecontradictions.Some
childrenfeltthattheyshouldrespect
alladults,irrespectiveofhowtheywere
PersonalLifeandRelationships
48
treatedbythem,asthiswasbothexpected
andappropriate:
“Youshowrespecttothosewhorespect
youbutyoushouldrespectotherones
[adults].”(Co.Derry,aged8-14:their
emphasis)
Groupsofyoungpeoplewereless
accommodating:
“They’re[adults]alwaysgoin’onabout
respect,showin’themrespect,but
where’stherespectforus?Don’tthink
so!”(Co.Fermanagh,aged16-21)
Whenaskedwhorespectedthem,they
struggledtoofferaresponse.Ofthosewho
did,childrenweremorelikelytoidentifya
familymemberand/oraprofessional(such
asthepoliceorahealthprofessional),while
youngpeopletalkedoffriendsand/oran
individualcommunity/youthworker.
Whenaskedwhotheyrespected,more
examplesemerged.Acrossallgroups,
responses(inorderoffrequencycited)
included:friends;acommunity/youth
worker;familymembers;individualsin
thecommunity.Friendswereparticularly
important-forsome,friendswerethe
onlypeopletheycouldtrust,talkwith
openlyandrelyon.Intheserelationships,
respectwasidentifiedasreciprocal.The
significanceandvalueoffriendsfor
childrenandyoungpeople’semotional
well-beingwasconsiderable:
“Ifthey[friends]toldmesomething
I’dbethereforthem.I’dthinkmoreof
thembecausetheyaskedforhelp.”(Co.
Derry,aged9-11)
“Wehangaboutingroupsbecausewe
respecteachotherandwecantalkto
eachother.Welistentoeachother.”
(Co.Fermanagh,aged16-21)
“Likeifsomethin’everhappenedtoye,
someonewouldalwaysbethereforyou,
towatchyourback.They’dalwaysbe
thereforye…Wetalktoeachother.
It’sbettertotellpeoplethantokeepit
insideyou,itmessesyourheadup.”(Co.
Derry,aged15-19)
Childrenandyoungpeopleregularly
identifiedanindividualcommunity/
youthworkerforwhomtheyhadrespect
andbywhomtheyfeltrespected.‘Trust’,
‘care’and‘understanding’werecentral
totheiraccountsofthosewho“always
havetimeforus”andwho“understand
yourproblems”.Thefollowingquotes
demonstratethemeaningandvalueof
individualcommunity/youthworkersto
childrenandyoungpeople:
YP1:“Irespect[Name],Iloveherto
bits.”
(Allagree)
YP2:“Irespectalltheleaders.”
R:“Andwhydoyourespectthem?”
YP3:“Costheydostuffwithus.It’snot
justwecomeandsit,theyplaygames
withus.”
YP2:“Theydon’tlikejustsitaround
andwatchyeandthey’vegotagood
discipline.Like,ifsomethin’happens
theybarye.Buttheydon’tbarye
forever.”
R:“Sothey’refair?”
YP2:“Aye,they’refair.”
YP3:“Sometimesifyou’vedone
somethin’badyouwouldagreetoget
barred.”(Co.Antrim,aged10-13)
Itisclearfromthisshortexchangethat
youthworkers,incontrasttootheradults
intheirlives,areimportantbecausethey
negotiateandlistentochildrenandyoung
people.Thechildrennotedthatthose
whobreakrulesaccepttheir‘punishment’
PersonalLifeandRelationships
49
becauseitisfullydiscussedandconsidered
fair.
Anothergrouplivinginanareawithout
youthprovision,whofeltshunnedby
mostadultsintheirneighbourhood
andhadparticularlypoorrelationswith
thepolice,spokeofthesignificanceof
theirrelationshipwithacommunity
policeofficerwhohadinitiatedayouth
programme:
R:“Sowhatmakeshimdifferent?”
YP1:“Coshedoescareaboutus,ye
know.”
YP5:“Hewouldn’tputthehandson
[hit]yeornothin’.”
YP6:“Heknowsus.”
YP2:“Hedonegoodstuffforusyasee.”
R:“Soifsomeonedoesgoodstufffor
you…”
YP9:“Theygetitback.”
YP5:“Theygetrespect.”
YP1:“Sure[Nameofofficer]wouldeven
tellyathathimself.Wealwaysbegood,
sowedo.Hestuckupforusagainst
[person]thatdidn’tlikeusandall,sohe
didn’thaveto.”
R:“Whatwe’retryin’tolookathereis
whatmakesagoodrelationshipwith
somebodyandwhatdoesn’tmakea
goodrelationship.”
YP6:“Respect.”
All:“Yeah.”(Co.Fermanagh,aged1315)
Thegroupnolongerviewedthisperson
solelyasapoliceofficerbecausehedidnot
treatthemasstereotypesofyoungpeople.
Tothem,hewasacommunityworker
ratherthanapoliceofficer.Hecared
aboutthem,understoodthem,defended
themand,ultimately,respectedthem.The
projectwassmall-scale,withanuncertain
future,yetitsimpactonagroupforwhom
therewasnootherprovisionwasprofound
andillustratedtheimportanceofrespectful
relationships(regardlessoftheactual
projectactivities).
Theinterviewsrevealedhow
straightforwarditcanbetogainthe
respectofchildrenandyoungpeople,and
howadultscanhaveapositiveimpact
ontheirlives.Makingtimeforchildren
andyoungpeople,andnotjudgingthem
unfairly,engenderedrespectandtrust
whichwasoftenlackingintheirhomes,
schoolsandcommunities.Italsoprovided
constructiverelationshipsandsupportthat
manydidnothaveintheirday-to-daylife
experiences.
The impact of poverty and
the Conflict on families
Povertyand/orthelegacyoftheConflict
weredominantthemesininterviews
withcommunityrepresentativesabout
thefamilylivesandcircumstancesof
childrenandyoungpeople.Indicators
ofdeprivation,orneed,werecommonly
cited.Theseincluded:childpovertyand
limitedcircumstancescreatedbylow
incomesorinsufficientbenefits;prevalence
ofchildphysicalabuseandneglect;
disproportionatelyhighnumbersoflone
parenthouseholdsandhighnumbersof
childrenreceivingfreeschoolmeals.
Thedepthofpovertywasstarklyillustrated
byaformerhead-teacherwhorevealed
that,inthe1990s,91.4percentofchildren
inhisschoolhadreceivedfreeschool
meals.Theareahadtheworstlevelof
DMF(decayed,missing,filled)teethin
NorthernIreland.Anotherrepresentative
fromthiscommunitynotedthehigh
numberofchildrenenteringthecare
systemandathirdcommentedonfamilies
“survivingonnothing”:
PersonalLifeandRelationships
50
“Familiescannotaffordtoputgood
qualityhealthyfoodonthetable.There
usedtobekidswhocametotheYouth
Clubwhohadnothadapropermeal…
Insomefamiliesbasicneedsarenotmet
–warmthandfood.”
Aprimaryschoolhead-teacherinanother
communityrevealedthat55percentof
pupilsreceivedfreeschoolmeals.Halfwere
registeredashavingSpecialEducational
Needsand“asaschool,wereporthigh
incidenceofhead-liceandconcernsabout
hygiene.Nutritiontoocanbeacausefor
concern”.Anafter-schoolprogramme
inathirdcommunitynegotiatedwith
funderstofinancehealthysnacksand
meals,recognisingitwas“theonlydinner
forsomeofthechildren”.Inafourth
community,ayouthprojectalsorana
healthyeatingscheme:“Forsomekids,five
roundsoftoastistheireveningmeal”.
Theseexamplesofpovertywereneither
isolatednorexceptionalcases.Indiscussing
poverty,thefollowingcommentswere
common:
“…unemploymentandbenefit
dependencyishigh.Therearealsoalot
ofsingleparentsandsecondgeneration
parentsthatdon’twork.”
“Povertyisembedded,itismultigenerationalpoverty…Therearethree
generationsofunemploymentinthearea
andalowwageeconomyinthe[region]
moregenerally.”
Multi-generationalpovertyresultedin
organisationsworkingwithparentsand,
eventually,withtheirchildrenwhenthey
becameparents.Itwaswidelyrecognised
thattheimpactofpovertywasfarreaching
-affectingthephysicalandemotional
healthofbothparentsandchildrenas
wellaschildren’seducationalexperiences,
aspirationsandfuturelifechances.In
particular,therewasaclearunderstanding
thatpovertyplacedconsiderablepressures
anddemandsonfamilies,impactingon
parents’abilitytocope.Itwasrecognised
thatchildrenwere“traumatisedby
poverty”and“growupacceptingapoverty
perspective”.
Therewasalsoconsiderablediscussion
abouttheconsequencesoftheConflictfor
families.Inonecommunity,previouslya
majorsiteofrecruitmentbyparamilitary
groups,“hundredsofyoungmenfrom
theareawenttoprisonwhichhada
profoundeffectonfamilylifeandonthe
community”.Further,thecommunity
sustainedahighnumberofConflictrelateddeathsandinjuries,bereavement
andtrauma.Theimpactonfamilylifein
termsofparentaldepression,alcoholism
andintergenerationaltraumawasraisedin
theinterviews.Theseissueswerereplicated
inanumberofothercommunitieswhere
experienceoftheConflictwassevere:
“[TheConflict]hadaverytraumatic
impactandthepsychologicaltraumaon
familieswasneveraddressed.”
“Therearehundredsoffamilieshere
andinothercommunitieswhoare
voiceless-thevoicelessoftheConflict
-theydon’tgetinvolvedorspeakout
publicly.Therearehugeamountsofpain
thereandtheyarehighlytraumatised.
ThechildrenoftheConflictseentheir
parentsmedicatedwithtranquillisers-
theynevertoldtheirstoryorhadtheir
painrecognised.”
Therewasabeliefthatfamilieswhohad
“buried”theirpainwerebeginningto
acknowledgeitsimpact,andthatchildren
hadinheritedthetraumaoftheirparents.
Somecommunityrepresentativesspoke
PersonalLifeandRelationships
51
of“thesecrecy”thathadcontextualised
familylifeinNorthernIreland,including
“anacceptablelevelofviolence”which
oftenstartedinthehome:
“Thereisanundercurrentofacceptance
ofviolenceinourcommunities[and]
…hiddenlevelsofdomesticviolencein
manycommunities…youngpeopleare
stilldealingwiththeseissuesinsilence.”
“It[domesticviolence]stillhappens,far
morethanpeoplewillsayoradmit.It’s
partoftheculture,partofawayoflife.”
Representativesacrossseveralcommunities
expressedconcernabout“aggressive
parenting”.Somerelatedthistoparental
stress,whileothersfeltthatyoungparents
wereofteninhibitedbythetrauma,
bereavementanddepressionsufferedby
theirparents:
“Theissuesarethingspeopleareafraid
tosay–nurturingandlovingchildren.
Lowself-esteemisbredintochildren
inthesecommunities.Itisforceful
personalitiesthatsurvive.Teachers
feelitisnottheirroletonurtureand
lovechildren.Parentsdon’tlearnhow
to,becausetheyhavenothadit.Soit’s
endemic.”
Whetherrelatedtopoverty,tothe
Conflict,oracombinationofboth,
representativesinthreecommunities
reportedhighlevelsofalcoholism,parental
depressionanddependencyonprescription
drugs.Theynotedhowthisimpactedon
parents’abilitytoadequatelyparentandon
children’semotionalwell-being:
“Ifparentsaredepressedorhavelow
self-esteemtheirabilitytodealwith
theirchildisrestricted.Thus,children
arenotgettingsupportfromtheirown
familyandtheycannotaccessservices.”
“Mentalhealthisabigproblem.There
aremothersofchildrenintheschool
withdepressionandthisrubsoffon
children…Thereisnoresilience,no
bounce-backamongpeoplelivinghere.
Parentscan’tworkthroughitandthen
thisaffectsthechildren.”
Therewasanunderstandingofthecontext
oftheproblemsexperiencedbyfamiliesin
allcommunities,althoughsomerecognised
theimpactsofpovertyandthelegacy
oftheConflictmorefullythanothers.
Inonecommunity,thepredominant
viewwasthat“parentsdon’tcare”,that
“parentaldiscipline,controlandsupportis
lacking”,thattherewere“poorparenting
skills”andthatserviceswereusedas“a
babysittingservice”.Incontrast,discussions
inanothercommunityfocusedonparents’
difficultiesincopingandtheneedfor
adequatefamilysupport.Thechildand
familysupportservicesofferedinthefirst
communitywerestatutory,whilethelatter
communityhadanestablishedhistory
ofcommunity/voluntarybasedchildand
familysupportservices.Thisdemonstrates
thefrustrationsanddifficultiesfacedby
workersincommunitieswherecommunitybasedstatutoryservicesarerelativelyrecent
andwhereparentsareresistanttohelp
(orperceivedinterference)intheprivate
domainoftheirhomes,particularlyif
thisisconsideredtobebasedonadeficit
model.
Children and young people’s
experiences of home life
Thefollowingexperienceselaboratethe
pointsmadebycommunityrepresentatives
regardingtheimpactsofparental
alcoholismandviolenceonthelivesof
someyoungpeople.Whilenotillustrative
ofallchildrenandyoungpeoplein
thesecommunities,theissuesraisedare
PersonalLifeandRelationships
52
morewidespreadthanisoftenassumed,
anddemonstrate,fromyoungpeople’s
perspectives,theimpactontheirlives.
Danny: violence in the home
Duringafocusgroupinvolvingyoungmen
whomhehadknownformanyyearsand
trustedimplicitly,Dannyrecountedthe
violencehehadexperiencedwhilegrowing
upandhisviolentresponse.Dannybegan
bytalkingabouthisownviolencetowards
hisfatheranddiscussedhowthiswasa
responsetohisfather’scontrollingand
violentbehaviour:
Danny:“IwasviolentwithmeDa,I
wasalwaysviolentwithmeDa.Ireally
didn’tlikemeDa,Iwasalwaysviolent
withhim.Ijustcouldn’tstandhim.”
R:“Washeviolentwithyou?”
Danny:“Yes.”
R:“Didyoufeelthattheviolenceyou
showedhimwasbecauseyou’dbeen
gettingitfromhim?”
Danny:“Yeah,sayonlikeaSaturday
nightorsomethin’,he’dwantmein
atnineo’clockandyou’dlandinat
fivepastnine,he’dgomad.Youknow
justsmallthings,he’dgomadonye,
shoutin’atye.Ye’dgethit,ye’dget
groundedandallthatthere…Ijustlet
itallbottleupandbottleup,andone
dayIjustsnappedandlosttheplot,like,
Ijustwentmad…Startedwreckin’the
house,startedthrowin’hammersathim.
Iwasgoin’mad,gotallmystuffandjust
threwitouttathedoor,putitinataxi
andthatwastheendofit.”
R:“Howdidyoufeelafterthat?”
Danny:“Inawayyoufeelrelieved,like,
thatyouletitoutcosyeletitbottleup
andbottleupandithastocomeout
someway,like.”
Dannywasenrolledonatrainingcourse
andhadaspirationstobecomeayouth
worker.Hewasoneofasmallgroupof
youngmenwithwhomatrusted,local
youthworkerwasundertakinganintensive
personaldevelopmentprogramme.As
partofthis,theyhadcompletedan
exerciseinwhichtheyreflectedontheir
lives,identifyingapointwhenthingshad
beguntochange.ThisenabledDanny
tounderstandthecontextofandneedto
manage,hisanger.Intheextract,Danny
recognisedandadmittedhisviolence
towardshisfatherbutitwaswhentheissue
wasexploredfurtherthatheacknowledged
itscontext.Youngpeopleoftendonot
identifythecontextoftheirbehaviour,
particularlywhenitisbehaviourthatis
individualisedandpathologised.Without
thisunderstanding,self-blamedamages
theirmentalhealth.
Dannytalkedcandidlyabouthowhewas
awarethatthisangerwasarecurrentissue,
thathehad“ashortwire”and“anything
atallandIjustkickoffstraightaway”.
Yetthroughthesupportofhisyouth
worker,andhisinvolvementasayoung
leader,hewasdevelopingself-controland
establishingnewopportunities.
Sadie: alcoholism in the home
Sadiewas21atthetimeofinterview.
Sheworkedpart-timeandlivedwithher
boyfriendandthreeyearolddaughter.She
talkedopenlyaboutherdifficultchildhood
and,fromayoungage,herviolence,
sexualrelations,drugandalcoholuse.
Shewascommittedtomakingadifferent
lifeforherdaughter.Involvedwithsocial
servicesfromtheageoffiveduetoher
mother’salcoholism,shetookprimarycare
responsibilityforherself,hermotherand
heryoungersister.Shefeltthatshehad
missedoutonherchildhood:
PersonalLifeandRelationships
53
“Iwasonly13andIhadtroubleslike
anadultonmeshoulders,youknow,
lookin’aftermeMammy.Andatthe
sametimeIdidn’thaveachildhood,I
wasn’tallowedtobeawean.Iwasn’t
allowedtobeaweegirl,todowhata
weegirlhastodo…Ihadtogrowup
veryquick.”
Sadiespokeofheranger-directedtowards
everyone,includingthosewhotriedto
help.Shehadstruggledtounderstand:
“Ihadawile,wiletemper,Imeanitwas
outrageous…Iwasareallyangryweegirl.
JustangryandIdidn’tknowwhatIwas
angryfor”.Yeteveryaspectofherlifewas
difficultand,toanextent,outofcontrol:
“Schoolwaswilebadandtheninthe
housetoo.Andeveninthecommunity,
whenIwasrunnin’aboutwithpeople,
IwouldhavebeensexuallyactiveorI
wouldhavebeenlettin’anyonewalk
overthetopofme.Justfightsand
differentthings.Every partofmelife
wasallsortofdifficultthings.”(her
emphasis)
justallthetime…Iwasgrandforthe
firstwhileandthenthenextdayand
thatIcouldjustseemyselfgettin’sliced.
Blood,ohJesus,itwasbad.Idream
aboutit.Ihavenightmares,wakin’up
sweatin’inthemiddleofthenightand
all.Istillgetitlike,notasbad,butI
stillgetit…andIalwayssayafter,‘It
wasaflashback,ohplease’.Because
Ireallydothinkthatsomethin’did
happentomeandI’mnotlettin’itcome
out,andIdon’tknowwhyI’mnotlettin’
itcomeout.”
Sadiecontinuedtosufferfromanxiety
asaresultofthisexperience.Becoming
pregnant,andthesupportofstaffatan
NGO,werecrucialtosustainingherefforts
tochangehersituation.Thisparticular
organisationhadbeencentralseveral
timesthroughoutherlife.Whenshewas
younger,shehadattendedtheirresidential
centrewhich“wasaweebit’arespite…I
couldbeaweandownthere,Icouldcarry
on,havealaugh”.Shealsoidentifiedher
relationshipwithakeyworkerasmore
positivethanthatwithhersocialworker.
Withoutthisorganisation’ssupportshe
consideredshewouldhavebeenplacedin
care:
Aftermovingoutandreturningtothe
familyhomeonseveraloccasions,at16
Sadiewenttoshelteredaccommodation
inanattempttorelievethepressures
“Youdon’tknowhowtothankthem,do
fromhomeand“toseeifitwouldcalm
youknowwhatImean?Youdon’tknow
medown”.Shesufferedamiscarriageand
howtosaytothem‘Really,youwere
“wentonthedrink”,returningtosomeof
thereformewhenIwasgoin’through
thebehavioursthatshehadstruggledso
allthisbadcrap,like’.”
hardtoabandon.Shemovedfromsheltered
accommodation,livingwithherboyfriend
Sadie’shopeforthefuturewastoensure
betweenfriends’houses.Duringthistime
thatherdaughterhadthechildhoodshe
shehadafrighteningexperiencewith
hadmissed:
drugs,whichcontinuedtoimpactonher
“Ijustwanthertohaveanormalbaby
butalsowasthecatalysttochange:
childhoodtosay,‘OhIrememberwhen
“That’swhenIhadmebadexperience
IwassixandmeMammytookmehere’.
andIcouldn’ttrustanybodyaroundme
Ican’tsaynothin’likethat.AllIcansay
andIfeltallweirdandpanicky.Itwas
PersonalLifeandRelationships
54
isIsawmeownMammylyin’blocked
withabottleofvodkainherhand.”
Mikey: housing options
Mikeywas21atthetimeofinterviewand
reticenttosharethefulldetailsabouthis
familylife.Heidentifiedacriticalmoment
inhischildhood:“theBritscomin’upto
thehouseandwreckin’it”,andherecalled
beingin“children’shomes”.At16,Mikey
movedfromthefamilyhomeintosheltered
accommodation.Aftersixmonthshe
was‘thrownout’forfightingandhadno
optionbuttoreturntohismother’shouse.
Hisaccountrevealsthelackofoptions
availableforyoungpeopleandhowlimited
involvementindecision-makingcanaffect
theirexperiences:
Mikey:“Imovedinto[sheltered
accommodation]whenIwas16…I
onlystayedthereaboutsixmonths.I
wentbacktomemother’s,thenIwent
toprisonandthenbackoutto[same
shelteredaccommodation]andnowI’m
backinthehouseagain.”
R:“Sixteenisyoungtobelivin’onyour
own.Howdidyoufindit?”
Mikey:“Itwasalrightlike.It’snotas
ifitwashardlivin’onmeownbut
[pause]justIgotthrewoutta[sheltered
accommodation]forfightin’withthe
securityguard.He’sawilecheekyman,
sobothtimeshesaidtherightthing
andIgotthrewouttwice.”
R:“Andwereyougivenachanceto
explain?Isthereawarningsystemor
anything?”
Mikey:“No,you’rejustout.”
R:“Andwheredidyougofromthere,
then?”
Mikey:“Ijusthadtogobackhome…
There’sboyswhogotthrewouttathere,
they’relivin’onthestreets.Theycan’t
gobackhome.There’snootherplacein
[thearea],nootherhostel…sothere’s
notmanyplacestogo.”
Mikeyrecalledthedifficulties,afterprison,
infindingajoborevenasuitabletraining
courseandgoing“onthedole”.Atthe
timeoftheinterview,hewasonawork
placementinasupermarketthroughNew
Dealandhopedhewouldbegivenajob.
Hehadreceivedlittlesupportfollowing
releasefromprison-“Iwasjustlefttoget
onwithit”-butidentifiedthevalueofhis
relationshipwithaworkerwithwhomhe
hadmaintainedcontactthroughearlier
linkswithanNGO.Theworkerhadsince
leftthatorganisation,butcontinuedto
meetMikeyweekly.Mikeyconsidered
thatthisvoluntaryinvolvementshowedthe
commitment,careandrespectofhisformer
keyworkertowardshim.
Common experiences
TheexperiencesofDanny,Sadieand
Mikeyaretypicalillustrationsofthe
dailyrealitiesforchildrenandyoung
peoplegrowingupindifficultfamily
circumstances.Theirsharedexperiences
includedlivingthroughchaoticperiodsas
aconsequenceoffamilysituations,early
housingtransitionsandlimitedhousing
options.Eachinternalisedtheirfeelings,
manifestedexternallyinviolenceand/or
riskysexualbehaviours.Theycontinued
tostrugglewithanger,anxietyand/or
depression,yetstillemphasisedpositive
aspectsoftheirlivesandhopesforthe
future.Buttheywereawarethatsomeof
theirfriendscontinuedtostruggle.As
anothercare-experiencedyoungwoman
stated:
“Iwouldhavemorethanenoughfriends
who’vebeenthroughstuff,maybethe
exactsameasme,buthaveturnedoutto
bealcoholicsordrugusers,standin’on
PersonalLifeandRelationships
55
thestreetcorners-nowheretolive,no
friends,orturnouttheworst peopleon
earthwheneverthey’renotbadpeople.”
(Mel,aged22,heremphasis)
Sheunderstoodherfriends’behaviour
becausesherecognisedtheircircumstances
assimilartoherown.
Danny,SadieandMikeyhadeach
developedstrongrelationshipswith
significant,respectedandtrustedadults
whohadcompensatedforwhatseveral
communityrepresentativesdefinedasthe
“povertyofrelationships”withinsome
families.Otherchildrenandyoungpeople
interviewed,eventhosewhofeltignored
orunfairlytreatedathome,thoughtthey
wererespectedbytheirfamilies.Younger
childrenweremorelikelyto‘haveasay’
infamilydecisions,particularlyregarding
holidays,familyoutingsandactivities.
Manynoted,however,that“sometimes”
adultsdidnotlisten,unlessconcerned
abouthomework,schoolorthechild’s
safety:
“Theyask,‘Whereareyougoing?What
areyoudoin’?Whoareyouwith?Phone
me,textme’.”(Co.Derry,aged13)
Someappreciatedparentalconcernabout
theirsafety,whileothersresentedthis:
“Idon’twantthemtoaskme,it’snosey.”
(Co.Down,aged9-10)
Contrarytosomecommunity
representatives’commentsthat“parents
don’tcare”,childrenandyoungpeople
reportedthatparentswerelikelyto
disciplineandcontrolthem.Somewere
particularlycriticalofwhattheyperceived
astheirparents’lackoftrust:
thehouse?”
YP:“Theyneverwantyououtofthe
house,theywantyouinthehouseso
theyknowwhatyou’redoin’.”
R:“Andyouwanttobeoutofthe
house?”
YP:“Yeah,outbein’thenumpty,
spreadin’sexuallytransmitteddiseases!
That’swhattheythinkwe’redoin’,but
we’renot.Wejustgoandplayfootball
andchillwiththelads.”(Co.Derry,
aged16-17:hisemphasis)
Manyyoungpeopledidnotfeeltrustedby
theirparentsandconsequentlydidnottalk
openlywiththem:
YP1:“Iwouldn’ttellthem[parents]
anythin’.Theydon’tevenlikeme,don’t
listenandtheywouldn’tunderstand.
Moreliketheywouldn’teventryto
understand.”
YP2:“That’sright.Someofuswilltell
ourfriendsstuffratherthanourparents
becausewehavemoretrustbetweenus
thanwedowithourparents.”
YP1:“Yeah,I’dnevertrustmyparents.
I’dtrustthemwithnothin’.(Co.
Fermanagh,aged16-21)
Althoughthehomewaswherechildren
andyoungpeoplereportedsignificant
interaction,astheygrewuptheir
participationinfamilydecisionsoften
decreasedandtheirexperiencesofcontrol
andsuspicionincreased.
Whilechildrenandyoungpeoplewere
notintervieweddirectlyaboutintimate
relationswithintheirfamiliesthe
discussionsquotedabove,togetherwith
thespecificexamples,provideevidenceof
thesignificanceofpersonalrelationships
intheirdailylives.‘Respect’wasatheme
YP:“They[parents]alwaysthinkwe’re
runningthroughallinterviewsandfocus
lookin’todostuffweshouldn’tbedoin’.” groups,particularlyrespectfromfamily
R:“Doyouthinktheywantyouaround
PersonalLifeandRelationships
56
membersandother‘significant’adults.
Itwaspresented,however,asatwo-way
process.Ifrespectwasnotshownbyadults,
itwouldnotbereturned.Adultswhogave
supporttothosechildrenandyoungpeople
whofeltdisrespectedintheirfamilies,or
wholackedparentalsupport,frequently
becamementorsandimportantsourcesof
support.
Key Issues
- Children, more than young people, felt that
adults were likely to listen to and respect
their views.
- In their families and communities young
people often felt pre-judged by adults,
without having the opportunity to
have their views or accounts taken into
consideration.
- Children felt it was important to be
consulted to ensure their safety. Young people
believed they should be consulted because
their views were as valid as those of adults.
- When children and young people were
consulted and included in decision-making
processes they felt respected, cared for
and positive about themselves. Lack of
consultation led to feelings of disrespect,
exclusion, sadness and anger.
- Young people often explained negative or
anti-social behaviour by some young people
as a response to feelings of exclusion and
rejection within their communities. This
view was shared by a number of community
representatives.
- Children and young people regularly
identified an individual community or
youth worker with whom they shared
mutual respect. ‘Trust’, ‘care’ and
‘understanding’ were central to these
relationships.
- Difficult circumstances experienced
during childhood often led to individuals
displaying violent and/or risky behaviours.
For these young people, developing strong
relationships with respected and trusted
adults compensated for lack of family
support.
- Community representatives noted the dual
impact of poverty and the legacy of the
Conflict on families. ‘Transgenerational
trauma’, low incomes and ‘multigenerational poverty’, poor health and wellbeing each impacted on parents’ ability to
cope and form positive relationships with
their children.
- It was not unusual for support services
to work with adults whose parents they
had supported previously, illustrating the
significance of transgenerational trauma
and multi-generational poverty.
CHAPTER 5
EDUCATION AND EMPLOYMENT
Poverty, aspirations
and experiences
Theimpactofpovertyandthelegacy
oftheConflictfeaturedprominentlyin
communityrepresentatives’discussions
abouttheeducationandemployment
opportunitiesandaspirationsofchildren
andyoungpeople.Inthreecommunities
theviewwasthatparticularschoolswere
“bad”and“failingchildren”.Others
consideredthatlocalschoolsfaceddifficult
circumstancesandthatmanyfactors
impactedonattainmentlevels,including:
lackoffunding,largeclasssizesand
significantnumbersofchildrenwith
statementsofSpecialEducationalNeed.In
comparisontosecondaryschools,primary
educationwasconsideredtobeunderresourcedintermsofabilitytorespondto
theneedsofallchildren.
Themajorityofcommunityrepresentatives
interviewedconsideredthe11-plus
systemdivisiveandstressfulforchildren,
impactingnegativelyonchild-parent
relationshipsandchildren’sselfworth.
Theycitedexamplesofeffectsincluding
bed-wetting,sleep-walkingand
parent-childconflict.Onecommunity
representativestated:
“70percent[ofchildren]aretoldthat
they’refailuresat11,sowhyarewe
surprisedwhentheyfeelfailuresat17?”
Thesignificanceofpovertyoneducational
attainmentandtheaspirationsofchildren
andyoungpeoplewasalsoraisedasan
importantissue:
“Themoststarkimpactofpoverty
onchildrenisontheireducational
attainment–therearehugevariationsin
GCSEandALevelattainmentacross
communities.Thereareunderlying
issuesonabilitytolearnandupon
aspirations.Theseincludesocialissues
andthepoliticalsituation.”
Inhibitionsonattainmentincluded:lack
ofappropriateresources-“alotofparents
herecouldn’taffordacomputerandthe
internet”;thelowvalueplacedoneducation
insomefamiliesandcommunities;poor
qualityvocationaleducation/training;
limitedjobopportunities.Whilenoting
theimpactofpovertyoneducation,
Horgan(2007)recentlyhighlightedthe
familyandcommunityaskeyfactorsthat
shapechildren’seducationalexperiences
andaspirations.
Communityrepresentativesconsidered
deficienciesinparentalsupportfor
educationtobea‘cultural’issue.
Consequently,itwasperceivedthatschools
“workedinavacuum”,withtheschool
curriculumunsupportedinthehome.
However,somecommunityrepresentatives
recognisedthatparentsthemselvesmay
experiencelowliteracyandnumeracy
skillsandaprofoundlackofconfidence.
Thefollowingresponsesregardingthe
influenceofthefamilyandcommunityon
educationalaspirationsweretypical:
“Some[parents]arebetteroffon
benefitsthanworking.Eveniftheydon’t
wanttositinthehouseandwanttobe
outatworktheyhavenochoiceasthey
wouldloosetoomuchinbenefitsifthey
worked.Theresultistwo-fold:poverty
leadstohealthissuesandyoungpeople
haveitintheirheads‘Whybother,as
myparentsneverbothered?’”
“Youngpeoplespendalotoftimein
theirowncommunityandsurrounding
estates.Theylivehere,gotoschoolhere,
spendtheirfreetimehere.Youngpeople
feelthatitisoktogiveup,theyfeelthey
EducationandEmployment
58
won’tachieveasno-onearoundthem
hasachieved.”
Theunder-valuingofeducationwas
consideredbysometobeareflectionof
embeddedworkingclass(male)culture,
whichhashistoricallyplacedphysical
strengthbeforeacademicachievement.
Asexplainedbyonecommunity
representative:
economicrecoveryhadnothappened.In
manyofthecommunities,youngpeople
attendedschemesandcourseswithlimited
employmentprospects:
“Alotoflocalwomenhavenow
achievedacertainstandard[of
education]andaregoingtoworkincare
homesortheVGsupermarket.”
Giventhatmanychildrenandyoung
“Educationwasnevergreatlyvaluedin
peoplestrugglewithformaleducation,
thiscommunity.Youngmenleftschool andconsideritirrelevanttotheirfuture
at15anditwasstrengthratherthan
prospects,manycommunityrepresentatives
brainsthatgotthemajob.Thereisa
suggestedthatschoolsshouldadaptthe
legacyofthisaroundjobopportunities
curriculum.Thiswouldincludegreater
now,whereyoungmenaspireto
accessibilityandrelevancebeyondthe
informalworkinbuildingsitesortaxis.” narrowfocusonacademicqualifications.It
wassuggestedthatyoungpeopleinschool
Linkedtofamilyandcommunity
shouldbesupportedtoidentifyskillsthat
backgroundaretheemploymentaspirations
mightopenupjobopportunitiesrather
andoutcomesofchildrenandyoung
than“leavingschoolat15/16toalifeof
people.Itwasnotedacrossallcommunities
schemes”.
that:
“Thoseinjobsareofteninthelower
bracketofearningsastheythinkthis
isallthereisandallthattheycan
achieve.”
Youngpeoplewithlimitedqualifications
havefewoptionsinayouthlabourmarket
thatrevolvesaround“lowpaidshift
workintheservicecommunity”.Inrural
communities,optionsweregenerallyeven
morerestricted,andemploymentoutside
thelocalareabroughtadditionalproblems:
“Toworkoutsidethearea,public
transportandbuyingacarareexpensive
–it’snotworththeirwhile[working],
especiallyifthey’reontheminimum
wage.”
Smallruralvillagesheavilyaffectedby
theConflicthadexperiencedareduction
inpublicservicesandthelossofmany
jobs.Despitesomeinvestment,full
Struggles with school:
school culture, teaching
methods and aspirations
Approximatelyhalfofthoseinterviewed
“hated”school,didnotattendregularly
and/orconsideredschool“irrelevant”.
Theirrejectionfocusedprimarilyon
schoolculture,teachingmethodsand
theperceivedlackofsignificanceoftheir
studies.Ayoungmanwho‘self-excluded’
statedthatitwas,“thewholeplace,Ihate
everythin’aboutschool:teachers,subjects,
rules,everythin’.”(Co.Antrim,aged1520).Anotherleftschoolprematurelyfor
low-paidemploymentbecauseanyjob
waspreferabletoschool.Forhimandhis
friends,formaleducationwasunnecessary
forthejobstowhichtheyaspiredand
whichwereavailable:
EducationandEmployment
59
“Iwentto[school]anditwasapure
hole…Ileftinfourthyearandnever
wentback…Ialreadyhadajobso
didn’tneedtogoback.”(Co.Antrim,
aged18-20)
Withinthecontextofmanyyoungpeople’s
lives,formaleducationwasstiflingand
irrelevant.Therewerefewjobopportunities
andtheirdesiretoleaveschoolforany
formofpaidemploymentwasinevitable.
Theydidnotacceptthat‘stayingon’togain
qualificationswouldnecessarilyimprove
theiremploymentoptions.Manysimply
maintainedthatschooldidnotprepare
themfortheirfuturelivesorthejobsto
whichtheyaspired.Asoneyoungwoman
indicated,theyhadaclearunderstanding
oftheir‘place’inwidersociety:
“Forcertainpeoplethatwanttogoto
university,thatwantbigjobs,bighigh
paidbigjobs,theyprobablyneedschool.
Butapersonlikeme,whodoesn’twant
allthat,doesn’tneedschool…You
seepeoplethatwanttobehighclass,I
callthempushyones.Seetheonesthat
wannadosomethin’withtheirlives,let
themhavetheschooliftheywantthe
pressure.Seetheonesthatdon’twant
pressure,leavethemalone.”(Co.Derry,
aged21)
Suchviewsandbeliefshavebeeninformed
andinternalisedovergenerationswithin
marginalisedcommunities.Beyondthe
issueofanacceptanceofaspecificclass
position,youngpeopleshowedaclear
understandingofthelocallabourmarket:
“There’snothinghere,justworkinthe
shoporthepub”(Co.Armagh,aged9-15).
Aspirationsbeyondwhatwasavailable
meantleavingtheircommunity.Onegroup
notedthatmanyyoungpeoplewithin
theircommunitymovedfromschoolto
workinalocalfactory.Atthetimeofthe
research,jobswereavailableirrespectiveof
qualifications.Thissecuredanincomeand
enabledyoungpeopletolivelocally:
“Alottaketheeasywayoutandjustgo
to[thefactory].It’stheeasywayout,
nearlyanyonecouldgetajobthere.”
(Co.Antrim,aged19-20)
Whileeconomicinequalityandrelative
deprivationhavebeenthelong-termreality
withinthesecommunities,theyhavealso
embeddedlowaspirations.Theissueof
educationalrelevancehasbeenimportant
inconsolidatinginequalities-manyyoung
peoplecomplainedthatschoolwastoo
focusedonwriting,listening,examsand
theregurgitationofinformation:
“Everybodyhatesschool.It’sboring,
allyoueverdoiswriteandlisten.”(Co.
Derry,aged13)
“Theyjustgiveyouworkandmarkit,
that’sit.”(Co.Armagh,aged9-15)
Interactiveclasses,taughtthroughexercises
anddiscussions,wereconsideredmore
relevant:
“Ifyou’replayin’gamesandthingslike
that,andtalkin’aboutdifferentthings
insteadofallwritten,they’reallabout
learnin’.Butyeseewhenyou’rewritin’
allthetime,youcan’tactuallylearn
nothin’.I’vefoundthatifyou’rewritin’
allthetimeyoudon’tlearnnothin’.”
(Co.Derry,aged15-19)
School as preparation for life?
Manyyoungpeoplereflectedonhowlittle
theyhadlearnedinschoolthatprepared
themforfurthereducation,employmentor
theirpersonaldevelopment:
“Ileftschoolwithnothin’,nothin’…I
hadnointerestandIendedupcomin’
outofschoolwithnothin’…I’vegot
EducationandEmployment
60
allmyresultssinceI’veleftschool,’cos
therewasnothin’atschoolforme.”(Co.
Derry,aged22)
“Adviceandinformation.Howare
weexpectedtohandleourselvesand
takedecisionsan’allifwedon’thave
information?Wegetnothinglikethat
fromschools,nothingthatmattersto
ourlives.”(Co.Fermanagh,aged16-21)
Informationprovision,evenwithinthe
samecommunity,variedbetweenschools.
Discussingcareersadvice,forexample,a
groupofyoungwomenstated:
“…itwasgood.Itwasallabouthowto
getajobandyoutalktoacareersofficer.
Theyalsogiveyouinformationonother
trainingschemesthattheymightnotdo
incollege.”(Co.Antrim,aged19-20)
Yetagroupofyoungmenwhohad
attendedadifferentschoolwithinthe
samecommunityconsideredtheiradvice
“adisgrace”-“ittoldyounothin’”.The
groupagreedwithoneyoungmanwho
commented,“IhadnoideawhatIwas
goingtodowhenIleft[school]”(Co.
Antrim,aged18-20).
Inonefocusgroup,arangeofprovision
wasdescribed.Someattendedweekly
careerclasseswithcareersadvisorsand
otherexternalcontributors,oryearly
blocksoflessonsabout‘Preparation
forEmployment’or‘LearningforLife
andWork’.Othersreceivedone-off
sessionsearlyoninschoolorintheir
fifthyear.Afewdescribedhowtheir
schoolsurveyedstudents’interestsusing
a‘trafficlightsystem’(red-minimal
knowledgeofcareeraspirations;green–
considerableknowledge).Despitetheir
differentexperiences,allagreedthatwork
experiencewasvaluableandrecommended
moreopportunitiesforthisthroughout
theirtimeatschool:
YP1:“That’sanotherwaythatyoung
peoplearegettin’treatedunfairly-
they’retellin’usthatweneedtochoose
ourcareerpathatsuchayoungagebut
theydon’tgiveusanyhelp.They’rejust
throwin’yeinatthedeepend,like.”
(YP’semphasis)
YP3:“Workexperienceinourschool’s
notuntilseventhyear…youalready
haveyourchoicesmadebythen,so
whatifyegoanddon’tlikeyourwork
experience?Itshouldbedoneinfifth
year.”
YP7:“Andwhataboutthosethat
leaveinfifthyear,theydon’tgetno
experience?”
YP3:“Exactly,they’rejustthrownout
totheTechtodoatrade.”(Co.Tyrone,
aged14-25)
Youngpeoplealsonotedalackof
consistencyandappropriateinformation
regardingsexandsexualityeducation.
Manystatedthatsexeducationwas
confinedtothefirstorsecondyearat
secondaryschool.Itwasdeliveredbya
teacher,oftenascienceteacher.Young
womeninparticularwerecriticalthatthe
teacherwasoftenmale,theclasswasnot
engagedandsexeducationinmixedgroups
wasembarrassing:
“Iwouldhavebeenmorecomfortable
ifitwasafemaleteacherforgirlsand
amaleteacherforboys.”(Co.Antrim,
aged19-20)
Sexeducationdeliveredbyascience
teacher,orwithinbiologyclasses,“was
tooscientific”–“yougetitinchapter7
Biology[book]”(Co.Tyrone,aged14-25).
Itwassuggestedthatclassesshouldbe
deliveredbyexternalspecialists.Formany,
EducationandEmployment
61
restrictingsexeducationtotheearlyyears
ofpost-primaryeducationwasinsufficient:
“Ittalkedaboutpregnancyand
contraception,andsureyounevereven
thinkofpregnancyatthatage.Ididn’t
evenunderstandhalfthestufftheywere
talkingabout-differentcontraceptions
andthat.Istilldon’t.”(Co.Antrim,
aged19-20).
Theconsensuswasthatsexeducation
shouldbetaughtthroughoutschool,
recognisingdifferentdevelopmentalstages
andrespondingtoyoungpeoplebecoming
sexuallyactiveatdifferenttimes.Asone
groupsaid:
“Youneeditatouragetoo,costhey’re
allatitlikerabbits.It’struelike,it’sall
thecraze.”(Co.Tyrone,aged14-25)
Othersconsideredthattheinformation
theyhadreceivedaboutsexwasinadequate:
“Ayeyoudoneallthat,like[sex
educationinschool].ButthemostIwas
taughtaboutit,yehearditonthestreet
…Ireadaboutitfirst,readaboutwhat
Iwasdoin’,whatcanhappentoyou.
That’showIlearnedaboutsex.”(Co.
Derry,aged21)
“Youwouldofknownitwellbefore[it
wascoveredinschool]anyway.”(Co.
Fermanagh,aged13-15)
Whilethereisvalueinyoungpeople
learningfrompeers,thereareobviously
issuesofaccuracyandadequacyconcerning
thisinformation.
Aminorityofthoseinterviewedhad
coveredmentalhealth,emotionsand
feelingsinschoollessons.Mostconsidered
theseclassesparticularlyimportantbecause
“there’sawilelotofpeopledepressed
andsad”(Co.Derry,aged14).Others
werecriticalofsuchlessonsbecausethose
deliveringtheclassesfailedtoengagewith
youngpeopleortorelatetheissuesto
youngpeople’slives.Theyconsideredapeer
educationapproachtobepotentiallymore
effective:
“It’slikeadultsrunnin’somethin’that
theydon’tknownothin’about.Ifitwas
peertutorin’,likesomebodyyourown
agecomein,itmightmakemoresense.
Atleastyoucansay‘Ohyouunderstand
moreaboutitcosyou’rethesameage’.
Butadultsjustassumeeverythin’sthe
waytheythinkitis,thewayitwas
whenevertheywerethesameageasus.”
(Co.Tyrone,aged14-25)
Teachers
Teachersregularlybarethebruntof
schoolstudents’andparents’frustrations,
sometimesconcerningmattersoverwhich
theyhavelittlepersonalcontrol–the
curriculum,theschoolethosandthe
schoolculture.Theyworkunderdifficult
circumstances,oftenwithchildrenand
youngpeoplewhoexperiencemultiple
problemsandpressures.Childrenwere
considerablymorefavourableabouttheir
relationshipswithteachersthanyoung
people.Mostreportedthatteachers
listenedtoandrespectedchildren.Young
peopleconsideredthatmostteachersdid
notlistentoorrespecttheirstudents.
Althoughchildrencomplainedthat
teachersaskedtoomanyquestionsand
sometimesfailedtolisten,theyfeltthat
theirteacherswouldlistenandwere
approachableiftheissuewasserious:
“Teacherslistenwhenyoutellthem
aboutbullying.Theyputthepersonin
detention.”(Co.Antrim,aged7-10)
Somediscussedthevalueofa‘worrybox’.
Ofconcern,however,wasthesuggestion
EducationandEmployment
62
thatwhatchildrenpostedwasoccasionally
ignored:
“Sometimesyouputyournameinbut
itnevercomesoutandyouneverhear
aboutitagain.Iputanoteinbut[name
ofpastoralcareteacher]hasn’tspoken
tomeaboutityetandthatwastwo
monthsago.”(Co.Down,aged9-10)
Thepowerimbalancebetweenteachers
andpupils,anditsimpactondailyschool
life,wasthesiteofmostcomplaints.
Fundamentally,adultshaveinstitutional
powerinschools.Severalgroupsreported
that“teachersarealwaysright”and,
consequently,itwaspointlesstochallenge
theirauthority:
“Teachersalwayshavetoberight,no
matterwhat.Ifyoutryandprovethem
wrong,youkeepyourselfbarred.”(Co.
Derry,aged15-19)
Thisalsoconnectstothepowerof
punishment,eitherformallyorinformally.
Stayingawayfromschool(intheformof
“keepingyourselfbarred”)amountedto
exclusionbyfeelingunwelcome.There
wasacommonbeliefthatteachershad
theauthoritytomakedecisionsinschools
withoutacknowledgingthepotentially
valuableinputofchildrenandyoung
people.Ayoungwomanstated:
“…‘Dothis.Dothat’.It’sboring…
LikeinPE,theclasscouldpicka
differentthingeveryweekinsteadofthe
teachersaying,‘You’redoingthis,you’re
doingthat’…teacherstellingyouwhat
todoallthetime.”(Co.Derry,aged13)
Manyprimaryschoolchildrenreported
thatteachersconsultedthemabout
decisions,ofteninrelationtosuggestions
forschooltripsorplayactivities.This
wasnotthecaseinpost-primaryschools
wheremanyyoungpeopleconsideredsome
teacherstobepatronising,condescending
anddisrespectful:
“…wheneveryouwentintotheolder
schoolyou’restilltreatedlike…a
child.”(Co.Derry,aged22)
“They[teachers]thinkthey’rebetter
thanus.”(Co.Derry,aged16-17)
“…she[classteacher]wouldn’tspeak
toyeinthecorridorifsheseenye…
They’dsticktheirnoseupandwalkon.
It’slike‘Whodoyethinkyeare?’…It’s
justtheylookdownonyoungpeople.”
(Co.Tyrone,aged14-25)
Manybelievedthatteacherswere
uninterested,didnotcareaboutpupils’
welfareandwere“onlyinitforthejob”:
“Theydon’tcareaboutyoungpeople.
Theythink‘Getthejobdoneandget
themout’.”(Co.Armagh,aged12-21)
Asmallbutsignificantnumberofyoung
peoplediscussedhowteachersusedtheir
powertoembarrass,humiliate,threaten
and/orputpupilsdown.Theyprovided
examplesofindividualyoungpeoplebeing
swornat,callednamesandthreatenedby
teachers.Generally,itwasteachers’power
toembarrass,oftenthroughflippantasides,
thatyoungpeoplefoundmemorable:
YP5:“Youseeourteacherthatwas
takin’usforcareers,hesaidsomethin’
tomyfriendandshewentallredand
hesaid‘Awlookatye,Imadeyaallred
haven’tI?’andeveryonestartedlaughin’
atherandshewaswileembarrassed.”
YP3:“Like,it’shateful.”
YP6:“Embarrassin’.”
YP2:“It’sdisrespectful.”
(Co.Tyrone,aged14-25)
EducationandEmployment
63
Afurtherexampleofembarrassment
andhumiliationrelatedtobeingpublicly
comparedwithpeers:
YP:“…you’rethrewintoaclassand
there’stimesyou’regettin’results
andyou’reatthebottomandyou’re
gettin’pulledforbein’atthebottom
oftheclass.Andthey’resayin‘Ifyou
bothered…’,whichknocksye.Itknocks
yefurtherbackthanwhatyewere…
andthey’resittin’maybeina full class,
fullapeoplereadin’outtheresultsand
you’regoin’like,‘There’s26otherpeople
inhereandyoujusttoldthemwhat
everybodyhasgot’.Andthenmaybe
theoneswiththelowermarkwould
bethinkin’‘Ohjeez,Ididbad’.Butye
makeajokeofitandgetbyandit’sabit
ofcraicanyway.Butwhenyougohome
andactuallysitandthinkaboutit,then
you’renotgreat…”
R:“Whatimpactdoesthathaveon
youngpeople?”
YP:“Withmeitwouldmakemeworse,
Iwouldtendtodonothin’then.What’s
thepointintryin’wheneverthey’ve
alreadyknockedyedowninfrontof
26otherpeople?Sothere’snopointin
yousittin’gonnatrymuchmorethan
whatyoualreadyweretojustgetthe
sameresultandknowwhatyou’regoin’
toget.Soitlowersyourconfidence
becausethenyou’reputinthelower
class.Andyoualwaysknowwhichclass
isthelower class,whichIdon’tthinkis
fairneither…”(Co.Derry,aged22:her
emphasis)
Thisexampleincludesanumberofkey
issues.First,wastheembarrassment
ofexperiencingpublichumiliationin
frontofaclass.Insteadofshowingthis
embarrassment,thusmakingherselfmore
vulnerable,theyoungwomanlaughed
itoffuntilshewasalone.Heroutward
responsetosuchhumiliationgavethe
appearanceofnotcaringbut,asmany
examplesinthefocusgroupsdemonstrated,
thiswasadefencemechanismagainst
publicshaming.Second,wasthenegative
impactonayoungpersonwhowas
alreadystruggling,whoeithercontinues
insilenceorgivesupcompletely.Finally,
wasthedamagetoherself-esteem,school
experienceandeducationalachievements.
Anall-malegroupstatedthattheystopped
attendingschoolbecauseoftheirnegative
treatmentbyteachers.Oneyoungman
stated:“Justdon’tgotoschool,thenyou
don’tgetblamedonnothin’.Inevergoto
school”(Co.Derry,aged15-19).
Thegroupsdid,however,oftenidentify
teacherswhoweredifferent.Someofthose
whoreportedparticularlydifficulthome
livesidentifiedasupportiveteacheror
principal.Manyidentifiedoneteacherwho
theycouldapproach.Onegroupconsidered
thatnewlyappointedteachersweremore
approachable:
“Someofthenewteachersnow,you
knowtheonescomin’outtaUnian’all,
they’regettin’abitbetter’costheyknow
whatitislike,sotheydo.Therewas
onethereinthe[school]beforeIleft…
she’dtalkawaytoye.Ye’dcomeinafter
theweekendandshe’slike,‘What’sthe
craic?’It’steacherslikethattherethat
reallymakeyefeelbetteraboutgoingto
school,like.”(Co.Tyrone,aged14-25)
‘Goodteachers’wereidentifiedinthe
followingways:
“Youfeelcomfortabletalkingtothem.”
“Someonewho’salwayskindtoye.”
“Theydon’tlookdownonye.”
“Theytalktoyouonyourownlevel.”
EducationandEmployment
64
“Yecanhaveabit’acraicwiththem.”
“Havingrespectforyeandbein’there
forye.”
“Theycareaboutye.”
“Giveyepraise.”
“They’renicetoye.”
“Understandye.”
‘Goodteachers’werethosewholistened
toandcaredfortheirpupils.‘Trust’
and‘understanding’wereparticularly
significant,and‘respect’wascentralto
positivepupil-teacherrelations.
Support in schools: counsellors
and pastoral care
Whilechildreninprimaryschoolshadno
knowledgeofschoolcounsellors,manyfelt
therewassomeonetheycouldapproach
whentheyhadaworryorconcern.Some
schoolsutilised‘WorryBoxes’,othershada
namedteacherwithresponsibilityforchild
protectionorpastoralcare.Mostidentified
theirclassteacherasthepersonwithwhom
theywouldtalkiftheyhadconcerns.
Thiswasinmarkedcontrasttosecondary
schools,whereyoungpeoplewerehesitant
abouttalkingtoaschoolcounsellorora
designatedteacherforpastoralcarebecause
theyfeltthatconfidentialitywouldbe
breached:
“Teacherswouldtakeyourstuff
[business]intoschool…Teachers
talkaboutyoutootherteachers.”(Co.
Armagh,aged13-24)
“Everythin’youtellthem,youhearthe
nextdayinclass.Theytellyethatyecan
trustthem,butyecan’t.”(Co.Armagh,
aged12-21)
“Oneteacherwouldbesayin’,then
anotherteacherwouldknow,anditjust
getsabout.Soyoudon’tbothersayin’to
nobodyinschool,cosnomatterwhat
yousayit’llgetpassedaround,like.”
(Co.Derry,aged15-19)
Whileyoungpeopletrustedschool
counsellorsmorethanteachers,they
remaineddoubtfulaboutconfidentiality.
Manyretoldstoriesconcerningfriendswho
hadbeentotheschoolcounsellorandhad
theirconfidentialitycompromised:
YP1:“Iwouldn’ttrustacounsellorin
casetheytold.”
YP2:“Myfriendwenttothem.Itwas
betweenherandherDaandtheytold
herMaan’all,andtheyputherontoa
weeschemean’all.”
YP3:“Itwasthesamewithmyfriend.
Shetoldthem’cosshedidn’twantthe
teachertoknow.Buttheytoldthe
teacher.”
R:“Howdoesthatimpactonother
peopleintheschoolwhomightwantto
gotothecounsellor?”
YP2:“Youdon’twannagoincasethey
talktosomeoneelseaboutit.”(Co.
Derry,aged8-14)
Whilethereareissuesthatcounsellors
cannotkeepconfidentialandhavea
dutytoreport,disclosureshouldbefully
discussedwithpupils.Althoughbreaches
ofconfidencemaynotbeasextensiveas
youngpeoplereported,theassumptionthat
confidentialitywouldbebreachedmeans
thatmostwouldnotdiscussproblemswith
theirschool-basedcounsellor:
“…they’retouts…Like,wehavea
schoolnursewho’smeanttobeour
schoolcounsellorandtheytoutabout
everythin’.Like,wehavesickbeds,an’
Iwaslyin’onetimeandshethoughtI
EducationandEmployment
65
wassleepin’andyoucouldhearthem
talkin’about,‘Ohthatthereweegirl,
ohmyGodthathappened,aye’.And
you’relike,ohmyGodtheytalkabout
everythin’.ThenItoldeverybodyand
nownobodytalkstothemanymore.”
(Co.Tyrone,aged14-25)
Someyoungpeoplewereconcernedthat
thedecisiontotalkwithschoolcounsellors
wasnotvoluntary.Severalreportedbeing
senttothecounsellorbecauseitwasfelt
therewas‘somethingwrong’.Others
consideredthatattendingacounselling
sessionhadbecomeaformofpunishment:
“Ifyougetdetentioninourschool,
theschoolactuallyforcesyoutogotoa
counsellor.”(Co.Armagh,aged12-21:
theiremphasis)
Notallviewsaboutcounsellorswere
negative.Afewyoungpeoplebelievedthat
schoolcounsellorswereimportant.While
othersagreedinprinciple,theywouldneed
reassurancethattheirconfidentialitywould
notbecompromisedbeforeaccessingsuch
aservice.
Locating children and young
people’s voices in schools
Whileprimaryschoolchildrenhadno
knowledgeaboutschoolcouncils,they
weremorelikelythanthoseinsecondary
schoolstostatethattheyparticipatedin
schooldecisions,albeitlimitedtodecisions
concerningplayandschooltrips.Many
insecondaryschoolsconfirmedthattheir
schoolshadcouncils.Onegroupnoted:
changesasaconsequenceoftheschool
council,including:benchesinthe
playground;decisionsaboutschooltrips;
changestotheuniform.Thevalueof
havingtheirvoicesheardthroughthis
mechanism,andthepositiveimpactof
consultation,isillustratedinthefollowing
example:
“Wegotnewtoilets–mirrorsinour
toilets.Weaskedifwecoulddesign
themourselvesandwegottodoitthen.
It’sbetterwhenyoudesignityourself,
you’dkeepitcleaner.”(Co.Derry,aged
8-14)
Despiteidentifyingsomepositives,the
majorityofyoungpeopleconsideredthat
schoolcouncilshadlittlepowerand,
therefore,minimalimpact-although
offeringsomestudentrepresentation,there
wasnoguaranteethatdecisionswouldbe
followedthrough.Youngpeoplereported
repeatedlyraisingissuesandnotreceivinga
response:
“Itwasn’tmentionedagainwhenwe
mentioneditaboutthreetimes.”(Co.
Fermanagh,aged13-15)
“Theteacherswouldn’treallylisten
anyway.”(Co.Tyrone,aged14-25)
“Theysaythey’lllistentowhateveryou
say,buttheydon’t.”(Co.Armagh,aged
15-24)
Whileitmaybedifficultforschoolsto
respondtoalltheissuesandsuggestions
raisedbypupils,thoseinterviewed
complainedthattherewasminimal
feedbackandnoexplanationaboutrejected
“Wehaveoneinourschoolbutno-one
knows.It’sjustthere.”(Co.Tyrone,aged suggestions.Theyfeltignored,whichled
toarejectionoftheprocessastokenistic.
14-25)
Intheory,youngpeoplewere‘givena
Viewsandexperiencesofschoolcouncils
voice’,butinpracticetheyhadnoinfluence
weremixed.Afewyoungpeoplereported
regardingdecisions.Oneyoungmanwas
variousconsultationsandsubsequent
EducationandEmployment
66
convincedthattheschoolcouncilinhis
schoolwasapublicrelationsexercise:
“Schoolcouncil,that’sgood!It’sonlyfor
theimageoftheschool,likeinalltheir
leaflets:‘Wehaveastudentcouncil,
theydoeverythingthatthestudents
tellthem’.It’sjustfortheimageofthe
school.”(Co.Tyrone,aged14-25)
Pupilsfromthreedifferentschools
participatedinthisfocusgroupandall
werenegativeabouttheirschoolcouncil.A
youngmanfromanothercommunitynoted
theselectivityoftopicsdiscussed:
“…whenyouweretalkin’aboutthe
behaviourandallitwasn’treallytaken
serious.Ifyoubroughtupactivitiesand
that,theywoulddosomethin’aboutit.
Butseewhenitcametotalkin’about
thisyeargroupdoin’whatwrong,you
couldn’tdefendit,theywouldn’tlisten
toye.Itwaslikenineofthemontoone
ofyou,soyoucouldn’treallyfightyour
cause.”(Co.Derry,aged15-19)
Whilepositiveabouttheideaofschool
councils,hefeltthattheirpowerswere
limitedandtheirabilitytodealwithkey
issueswasrestricted.
Afurthercomplaintfocusedonthe
unrepresentativemembershipofschool
councils:“…itwouldbebetterifthey
askedthewholeclass’costhempeople
[councilrepresentatives]couldbewantin’
somethin’whatwedon’twant”(Co.
Antrim,aged10-13).Anoldergroup
agreedthat:
“…youneedtogetthewholeschool
involved,goroundandgeteverybody’s
pointofview.”(Co.Antrim,aged19-20)
Someyoungpeoplebelievedthat
‘representatives’hadbeenselectedby
teachers:“It’salwaysthepopularpeople
andthesmartpeople”(Co.Armagh,
aged13-24).Thoseinanothergroupfelt
thatsomeyoungpeopleusedthecouncil
asameansoffurtheringtheiracademic
prospects,withlittlerealinterestinthe
issuesraisedbytheirpeers:
“Thegirlswhoareonthestudent
council,theylookbrilliantontheir
UCASformsforcollege.It’stheonly
reasonthey’reonit-they’renotonitto
helpanybody.”(Co.Tyrone,aged14-25)
Mostyoungpeoplesupportedthe
principleofschoolcouncils,butfound
themineffectiveandlimited.Ultimately,
decisionsremainedwithteacherswhile
councilswereusedtopresenttheimage
thatconsultationandparticipationwere
partofschoollife.Fewyoungpeoplefelt
theirviewswereadequatelyrepresentedor
takenintoaccountbytheirschoolcouncil.
Post-16 opportunities
and experiences
Whilesomeofthechildreninterviewed
hadhighereducationaspirations,relatively
fewoftheyoungpeoplehadconsidered
universityasanoption.Thosewhohad
leftschoolwereinpaidemployment,
involvedintrainingprogrammesor
undertakingvocationalcourses.Training
orfurthereducationwereconsideredmore
interesting,engagingandrelaxedthan
school.Tutorsweremorerespectful,the
teachingmethodsandcollegeenvironment
weremoreaccommodatingandinspired
greaterself-confidence.Ayoungwoman
commented:
“You’vegotmorerespect,you’vemore
…it’snotevenattention,it’syou’ve
moreadvice.Youcanaskforadvice
easierthanwhatyecan[inschool],even
thoughthere’sstillthesameamount
EducationandEmployment
67
ofpeopleintheclass.Yecanstillask
foradvicewithoutfeelin’...‘OhI’m
notfitforthisclass,Ineedtobeinthe
rompers’class’.”(Co.Derry,aged22)
Again,thisdemonstrateshowtheschool
experiencecandamageyoungpeople’s
self-esteem,learningpotentialand,
consequently,theirfutureoptions.
Severalyoungpeopleidentifiedlackof
post-16opportunitiesandminimaloptions
–fewjobsandinadequatelocaltrainingor
educationalcourses-asanissueintheir
lives:
“Ourlivesarefarfromsortedan’we’re
lookin’forsomethingtodo.Like
trainin’forjobs-forgoodjobs,not
crapjobs.Atrainingcentre-there’s
nothingtodoaroundthisarea.”(Co.
Fermanagh,aged16-21)
Somehadbeenunabletoaccesscourses
inwhichtheywereinterestedandhad
tosettleforwhateverwasavailable.
Consequently,theyhadlittlemotivation.
Oneyoungmanstated:
“Iwentontodomechanics.Aftera
coupleofweekstheyweresupposedto
getmeaplacement.Buttheycouldn’t
getone,soIhadtogivethemechanics
upandsignonthedole.”(Co.Derry,
aged21)
EventuallyhewasgivenaNewDeal
placementworkinginasupermarket.
Whilehehopedtheplacementwouldlead
toajob,hispreferencewastotrainasa
bricklayerandhefearedunemployment.A
youngwomanfromthesamecommunity
notedthepaucityofavailabletraining:
“Ifthecourseyouwannadoisfinished,
ortakenup,orit’snotrunnin’,then
you’rethrewintoITorsomethin’that
you’veno interestin…Iknowthere’s
nothin’.Ifyoudon’twork,there’snot
alotofopportunitiesoutthere.You’re
stuckwithgoin’to…acertainbuildin’
thathasmaybecoursesthatyedon’t
wanttodo.Orelseyou’releftsittin’
withnothin’todosevendaysaweek.”
(Co.Derry,aged22:heremphasis)
Bothexamplesrevealtherealityof‘choice’
availabletomanyyoungpeople–to
undertakeanytraining/educationalcourse
orbeunemployed.Marginalised,they
aremovedbetweencoursesandschemes,
withnoeffectiveidentificationoftheir
skillsoroptionsbeforeleavingschool.
Their‘failure’becomesindividualised.Itis
theyoungpeoplewhohavebeenincare,
whohavecriminalrecords,whosefamily
cannotofferfinancialsupport,orwholack
academicqualifications,thataremostin
needofappropriateandrelevantpost-16
trainingandeducation.AsKenRobert’s
(1995)researchindicates,theirexperience
amountstoaformof‘warehousing’,in
whichyoungpeopleare‘keptoccupied’-
invisibleinunemploymentstatisticsuntil
theyenterthelabourmarket.
Thoseinterviewedrejectedandresented
portrayaloftheirsituationasoneof
‘choosing’tobeunemployed.Many
hadtakenjobs,orenrolledonschemes,
thatinvolvedhardworkforlowwages.
Forthosewhowereunemployed,their
experienceoflackofmoney,boredom
andlowself-esteemweredemoralising.
Themeaningandvalueattachedtowork
wasclearlyevidentintheirdiscussionsof
trainingandemployment,whichgavethem
apurpose,astatusandasenseofemotional
well-being:
“Iwasn’tworkin’thereforawhileandI
wentbackintomadepression,becauseI
wouldgetwiledepressedreallyeasily.It
[working]bringsmyselfesteembackup
…”(Co.Derry,aged21)
EducationandEmployment
68
Despitetheireffortstoprogress
employmentopportunities,therealityfor
manywasmovingfromschemetoscheme,
orcoursetocourse,withdiminishing
prospectsofgainingdesirableor
interestingwork.Theyacceptedthelimited
possibilitiesofwhatwasavailable,but
wouldprefermoreextensiveandrewarding
opportunities.Giventheseexperiencesitis
difficulttobeoptimisticregardingpositive
long-termemploymentopportunities
foryoungpeopleatatimeofgrowing
economicrecession.Asthischapterhas
shown,theformaleducationsystemhas
failedmanyofthosefromeconomically
disadvantagedcommunities.Evenduring
economicgrowth,jobopportunitieswere
limited,short-termandpoorlypaid.As
demonstratedintheinterviewsandfocus
groups,thisprocessofmarginalisation
underminesaspirationanddiminishesselfworth.
Key Issues
- Family and community were identified as
key factors in shaping children’s educational
experiences and aspirations.
- Identified inhibitions on attainment
included: lack of appropriate resources; the
low value placed on education in some
families and communities; poor quality
vocational education/training; limited job
opportunities within local areas.
- Approximately half of the children and
young people interviewed disliked school
or considered it irrelevant. Their ‘rejection’
of school focused on school culture, teaching
methods and the perceived lack of relavance
of subjects studied.
- Many felt that school did not adequately
prepare them for adult life. They were
particularly critical of careers advice, sex and
relationships education, lack of opportunities
to explore emotions and feelings in a safe
and trusting environment.
- Children were considerably more positive
about their relationships with teachers than
young people.
- Young people often felt powerless in school,
believing that they were silenced, judged and
misunderstood by teachers.
- Many young people had experience of school
councils, but recorded a range of limitations,
including: minimal influence and impact;
tokenism; poor feedback about decisions;
some issues being defined as ‘off-limits’;
teachers having the ‘final say’; selective
representation of pupils.
- Despite the presence of school counsellors or
pastoral care teams, many young people were
reticent to share information with these staff
because they believed their confidentiality
would be compromised.
- On completion of compulsory education,
many young people attended schemes and
courses with limited employment prospects.
Employment opportunities were more
restricted in rural communities.
- Employment aspirations and outcomes were
generally low and related to whatever jobs
were available in local communities. Formal
education was not considered necessary for
most locally available work opportunities.
CHAPTER 6
COMMUNITY AND POLICING
developedanethosofcommunitysupport.
Thecommunitywaspolicedfromwithin
Eachcommunitywasaffectedsignificantly and,forsafety,acultureofsecrecy
bytheConflict,althoughindifferentways emerged:“youkeepyourmouthshut”.
dependingonitslocation.Thecommunities ThedeficitinState policingmeantthat
includedrelocationhousingforfamilies
offendingandoffensivebehaviourwas
exiledfromtheirhomes,residential
regulatedandpunishedlocally.Within
locationsforpoliceorsecurityforcesand
thesecommunities,youngpeoplelearned
recruitmentsitesforparamilitarygroups.
tofearpunishment,distrustthepoliceand
Somehadexperienceddisproportionate
haveprideintheirculturalidentity.The
numbersofdeathsandinjuries,andthe
communityrepresentativesinterviewed
threatofviolencewassopersistentthat
consideredthatthePeaceAgreementshad
severalweregatedatnight.Thevolume
failedtorecognisethesekeyelements.They
ofbombings,shootingsandotherattacks
feltthattheassumptionof‘change’-in
duringtheheightoftheConflicthad
beliefs,behavioursandexpectations-was
constantlydisruptedeverydaylife.For
suddenandunrealisticforcommunities“at
example,inoneareaitwasreportedthat
thecoal-faceoftheConflict”.Frustrations
abombingorshootinghadoccurred
acrossallthecommunitieswerepalpable:
everyweek.Anotherhadexperienced
“WiththelikesoftheGood Friday
regularbattlesbetweenthearmy,police
Agreement,nobodylookedatwhat
andparamilitariesonitsstreets.Athird
neededtobeputinplaceinthelongreported“eightbombsononenight…the
termtosupportcommunitiesthrough
wholetownwasonfireatonepoint.”
thistimeoftransition–thefocuswas
Someofthecommunitieshadbeen
alwaysaboutgettingtheAssembly
heavilyfortified,withlargepoliceor
going…”(Co.Armagh,Republican/
armybasescentrallylocatedandsecurity
Nationalist)
forcesapermanentfeatureontheirstreets.
“Onthestreetsinthecommunity,you
Manyreportedexperiencesofregular
don’tseeanybenefitsfromthepeace
houseraids,dailyintrusionsintotheir
processatall.Despairisstillthere…”
privacyandconstantharassmentbythe
(Co.Derry,Republican/Nationalist)
securityforcesastheywalkedthestreets
oftheirneighbourhoods.Ahighlevel
“Therehavebeenchangesin
ofresentmentremainedevidentinthe
Governmentbutnotontheground,
interviewsinthesecommunities,which
theydon’tcarewhat’shappeningonthe
werefrequentlydescribedbycommunity
ground…youcan’tclearuptheconflict
representativesas“closed”andsuspiciousof
inafewyears.”(Co.Antrim,Loyalist/
outsiders.InRepublican/Nationalistareas
Unionist)
particularly,alienationfromthepoliceand
“Thepeaceprocesshasmadeno
securityforceswassostrong,“wefeltthe
difference.Infact,ithasn’thelped.”(Co.
IRAwereheretoprotectus,theywereon
Fermanagh,Loyalist/Unionist)
oursideasthepolicewerenot”.
Communities in transition
Consequently,someareashadbecome
isolatedandintrospective.Withpublic
serviceswithdrawnorreduced,they
Allcommunitiesinvolvedintheresearch,
tovaryingdegrees,consideredtherehad
beenlittleprogress.Infact,regressionwas
CommunityandPolicing
70
notedbysome.Acommentmadeinone
meetingwasrepeatedinall:
“[Thearea]hasimprovedinsomeways
buthasdeterioratedinothers.Thereis
moreviolencepost-conflict,peopledon’t
feelsafeinthiscommunitywhenthey
alwaysdidinthepast.”
Therewereincreasingconcernsaboutthe
behaviourofchildrenandyoungpeople
inallareasandasharedbeliefthatyoung
peoplewere“disconnectedfromthe
community”.Thiswascontextualisedand
understoodinsomecommunitiesbetter
thanothers.Manyconsideredthatyoung
people,andyoungmeninparticular,
experiencedconfusionasaconsequenceof
thetransitionfromconflict.Theyhadbeen
broughtupwithastrongculturalidentity
-tofightforanddefendthatidentity,
sometimesthroughplayingapartinthe
Conflict.Yet,pastexpectationshadbeen
reversed:
“Thereareconfusingmessagesforyoung
people.Nowadultsaresayingdon’tdo
that[support‘thecause’],wheninthe
pasttheyweretoldtodoit.”
“Nowyoungpeopleaged20-21areina
vacuum.Theyweretoldinthepastthat
itwasOKtodocertainthingsandnow
theyaretolditisn’t.”
Forworkingclassyoungmenwith
anunambiguous,strongculturaland
communityidentity,therewasacollective
senseofloss–therewerenojobs,
educationwasnotvaluedandtherewas
noalternative.Aviewechoedacrossthe
communitieswasthat:
“Itwasalwaysintheheadsofthese
youngmen,‘We’retough,we’refrom
[nameofarea]’.Theyhadanimage,now
they’renotallowedthat.Ithasbeen
takenawayandnothinghasreplacedit.
Theyweresomethinginthepastand
nowthey’renot.”
Joiningtheparamilitarieswasno
longerareadilyavailableoption.Young
men’sidentityandplacewithintheir
communitieswerenolongerunambiguous.
Itwasfeltthattheywere“disillusioned
andalienatedfromcommunitylife”,and
thatsomerespondedtothisdramatic
changethroughviolence-assertingtheir
masculinityandsectarianismtodefenda
culturetheyfeltwasunderthreat.Insome
communities,powerfuladultsfuelledsuch
fears:
“…tosomeyoungadultsthereisno
hope.Theybelievethesystemisn’t
workingforthem–‘Fuckthepeace
process,ithasn’tdoneanythingforus’–
andtheyareattractedtothedissidents.”
(Republican/Nationalist)
“It’shardtokeepthemnotwanting
tojointheparamilitaries…The
paramilitarieshavecreatedsomething
thatjustcan’tgoaway,it’sgoingto
besohardtotakeitaway.”(Loyalist/
Unionist)
Amorevisiblepresenceofyoungpeople
onthestreetshademerged,causing
concerninallcommunities.Theirphysical
presence,oftencombinedwithheavy
drinking,occasionallyspilledoverinto
violentbehaviour.Thegeneralviewwas
thatthecommunitieswerenolongersafe
places.Therewasnostalgiaforasomewhat
idyllicpast,whenparentscontrolledtheir
childrenandparamilitaries“policed,for
themostpart,withcompassion”.The
reality,however,wasthatinthepastmany
childrenandyoungpeopledidnotleave
theirhomesbecausetheyfearedfortheir
CommunityandPolicing
71
safetyandparamilitarieswereoftenfar
fromcompassionate.
Allcommunitiesexpressedconcernthat
therewerenolongereffectivecontrolson
youngpeople,thattherewasa‘policing
vacuum’andthatthe‘protectors’ofthe
communityhad‘retired’.Thepolicewere
eitherunwillingtointerveneorunwelcome.
Whetherornotthebehaviourofchildren
andyoungpeoplewasasextremeassome
believed,thekeyissuewasthatcommunity
representativesfeltcommunitieshadbeen
leftwithoutsupport.Typicalcomments
regardingthebehaviourofyoungpeople
andexperienceofa‘policingvacuum’
included:
“Thepolicearenotthereandthe
paramilitarieswilldonothin’about
it.Youngpeoplehavenofearsothey
behaveastheylike.”
“Thereismuchconfusionamongpeople
inthesecommunities–theycan’ttrust
thepoliceandtheycan’ttrustthemen
intheirowncommunities.Sotheyare
leftinano-man’sland.”
Former‘protectors’werenolongervisibly
activeinLoyalist/Unionistcommunities.
Therewasareticencetoinvolvethepolice
forfearofreprisalsanditwasfeltthatthe
policedidnothavethepowersnecessary
todealwithyoungpeople.This,some
suggested,wasbecausechildrenhadbeen
“given”toomanyrights:
“Humanrightshastakenover.The
policeregulatedinthepastbutcan’tdo
itnow,theycan’tbreakupagroupof
lads[standingonthestreet].”
“Thepolicecan’tdoanything.Theyhave
nopowers.”
Fearsaboutyoungpeople’s‘anti-social’
“Ifsomethinghappensnow,youfeelyou
and‘criminal’behaviourhadspiralled,
havenowheretogo.”
oftenamplifiedbysensationalist
“Fromwhentheparamilitariesmoved
newspaperreporting.Manycommunity
onitislikeafreeforallhere…thedays representativeshadanunderstandingof
ofrunningtosomeoneandgettingit
thedifficultiesfacedbychildrenandyoung
sortedaregone.”
people-thatdrugs,alcohol,violence
andsuicidewereconstituentelementsof
Amongsome,therewasalevelof
theirmarginalisation.Asonecommunity
resentmenttowardsthepast‘protectors’
representativenoted:
ofthecommunitywhommanyheld
responsibleforasituationinwhich
“…everyonewashestheirhandsofthese
previouscontrolwithinthecommunity
youngpeople–thereisaparalysisin
(accompaniedbyactivediscouragement
dealingwithyoungpeople.”
fromworkingalongsidethepolice)had
Whileitwasnotedthatchildrenand
beenwithdrawn.
youngpeopleneededtobe“better
InRepublican/Nationalistcommunities
connectedtocommunitylife”,therewere
therewasacontinuingreticencetoreport
fewexamplesofeffortstoensurethatthis
the‘anti-socialbehaviour’ofyoungpeople
happened.Infact,communitydevelopment
todissidentparamilitariesasitwasfelt
workoftendidnotincludechildrenand
thattheypunishedtooheavily.Yetalack
youngpeople.
oftrustinthepoliceremained.Assuch,a
Analysisoftheoftencontradictoryviews
“policingvoid”hadconsolidated:
ofcommunityrepresentativesregarding
CommunityandPolicing
72
thepositionofchildrenandyoungpeople
withinthesixcommunitiesrevealeda
generationexcludedfrom,andneglected
by,thePeaceProcess.Agenerationwith
littleexplainedtothembutmuchexpected
ofthem,pulledinopposingdirections
bypoliticiansand‘hardliners’intheir
communities.Agenerationstrugglingto
retainorreclaimanidentitynowfeared
andshunnedbymanyintheirown
neighbourhoods:
“Nothingwaseverexplainedtoyoung
people-policingwasneverexplained,
changewasneverexplained.”
Locating children and
young people’s voices
in the community
Despitechildrenandyoungpeople
feelingdistrusted,disrespectedand
dislikedwithintheircommunities,most
communityrepresentativeswereawareof
theneedtobeinclusive.Yetnoresidentor
communityforumsincludedyoungpeople’s
representatives,andtheirinvolvementin
communityprojectstendedtobelimitedto
one-offeventsorprogrammesandservices.
Theassumptionandexpectationwasthat
specificyouthprogrammes/serviceswere
providedwhereyoungpeoplewerelocated
inthecommunity.Littlethoughtwasgiven
toincludingyoungpeopleinwider,more
generalcommunity-basedprogrammes
anddecision-making.Althoughmany
youngpeoplemadeasignificant,vibrant
anddefiningcontributiontospecificlocal
youthprojects,theprogressiveethosof
theseprojectswasnotreflectedmore
broadlyintheircommunities.Thiswas
clearlyarticulatedbythoseinterviewed
acrossallagegroupsandinallareas.Some
gaveinstancesofconsultationindecisions
aboutcommunityevents,butonlyone
grouphadexperienceofconsultationabout
communityfacilities.Onegaveexamplesof
recentchangeswithinitscommunityabout
whichopinionshadnotbeensought.
Inonecommunityplanningexercise,a
youngmanandayoungwomansaton
theNeighbourhoodRenewalCommittee
establishedtodevelopnewplayandleisure
facilities.Thiswasconsideredtohavebeen
worthwhile,especiallyasitresultedinthe
provisionofgoodfacilities.However,once
thatpartoftheinitiativewascompleted
theywerenolongerinvitedtothe
Committee,despiteexpressinganinterest
infuturedevelopments.SuchCommittees
andmeetingsarenotgenerallyyoungpeoplefriendly,andyoungpeopleoften
lacktheconfidenceorskillstoparticipate
fullyandeffectively.
Twoothergroupsdiscussedconsultations
aboutplayfacilities.Theyconsideredthat
theirviewshadnoimpactandtheydidnot
receivefeedback:
“Theyaskeduswhatdidwewantand
wesaid,‘Monkeyswingsan’all’,and
theysaid‘Yeahwe’llgetthat’andwe’re
stillwaitin’onit.Ithinktheywerejust
sayin’thattous…”(Co.Armagh,aged
9-15)
Mostchildrenandyoungpeoplehadnever
beenconsulted,nordidtheyexpecttobe.
Adultsshowednointerestin,orrespectfor,
theirviews:
“Theythinktheyknowwhat’sbestfor
us,sotheyjustdoit.”(Co.Derry,aged
16-17)
“Mostofthemjustaren’tinterestedin
whatyoungpeoplewantorthink.They
neverask.”(Co.Antrim,aged19-20)
“Ifoneofuswentin,theywouldn’t
respectourviews.Butifwesentan
CommunityandPolicing
73
olderpersonin,thenthey’drespect
them.”(Co.Fermanagh,aged13-15)
Theconsequenceofexclusionfrom
decision-makingwasinevitable.Within
onecommunityanewcentreopenedyet
fewofthoseinterviewedwereawareofits
purpose:
“We’renotgoin’towanttogo,we’re
notgoin’towanttogetinvolved.So
they’regoin’toloseoutontheyoung
peoplecomin’intoit…theyputthat
[centre]upthere,like…it’sbeenthere
twoyearsandI’veneverbeeninit.”(Co.
Derry,aged16-17)
Yetthisgroup,andothers,emphasisedthe
needforcommunityfacilitiesthatappealed
toyoungpeople.Mostsignificantly,their
exclusionextendedtocommunityand
residents’forums-nochildrenandyoung
peopleinterviewedhadbeeninvitedto
participateinsuchforums.Whileone
residents’grouparguedthatyoungpeople
wereapatheticandshowednointerest,the
group’smostrecentleaflet(deliveredto
householdsthroughoutthearea)invited
residentsaged“over18”toitsmeetings-
themessagewasunambiguous!Children
andyoungpeopleinfourcommunities
voicedannoyanceabouttheirexclusion
frommeetings,particularlywhenpeople
fromoutsidethecommunity(suchas
councillorsandpoliceofficers)attended.
Theyfeltthattheywerethemaintopicof
discussion,butthattheirviewswerenot
soughtorheard.Onegrouphadlistened
atthedoorofameeting,andwantedto
maketheircase,buttohaveenteredwould
havefuellednegativeopinionsaboutthem.
Exclusionandsecrecyweresignificantin
youngpeople’saccounts:
YP1:“Theytalkabouttheyoungones
butyoudon’tgettogiveyourside.”
YP2:“It’snotfair-theyhavemeetings
aboutus,butwe’renotallowedtobe
theretodefendourselves.”
R:“Howdoyoufeelaboutthat?”
YP1:“Powerless.”
YP2:“Theyhaveasay,wedon’t.”(Co.
Derry,aged15-19)
YP1:“It’sokforthem.Adultsspeak
forthemselvesandcanspeakfor
themselves.Theyhavetheircommunity
meetingsandwe’releftout.”
YP2:“Yeah,howcanyougetawordin
iftheyhaveprivatemeetings?”
R:“Howdoyoufeelwhenthat
happens?”
YP1:“You’remadetofeelexcluded.
Youngeronesneedtobegivena
chance.”(Co.Fermanagh,aged16-21)
Toyoungpeople,thiswasaclearindication
thattheirviewswereinconsequential,
thatadultswereunwillingtolistento
theirconcernsorexplanations,andthat
theywerenotviewedasimportant.Their
frustrationssurfacedwhentheystatedthat
theywereunwantedinacommunitythat
was‘theirs’:
“Peoplearen’tbotheredwithus.They
justwantusoutoftheirarea.Butit’sour
areaaswell.It’snottheirplace,we’ve
beenrearedheretoo…Weshould
havemoresay.Mostofthethingsthey
complainaboutwecomplainaboutas
well.Youknow,likedogpooandthe
stateoftheestate.Andthere’snothing
forus.”(Co.Fermanagh,aged16-21)
Whiletensionsandcontradictionsemerged
fromthesecompetingaccounts,there
wasanundercurrentofagreement–that
childrenandyoungpeopledidnotfeel
fullyincludedorintegratedwithintheir
owncommunities.
CommunityandPolicing
74
Attitudes towards the police
Thoseinterviewedacrossallcommunities
weredisillusionedwiththepolice.Many
feltthatthepolicewereunwilling,unable
orill-equippedtodealwithanincrease
incrimeandanti-socialbehaviour.Police
tacticshadfailedtogainthetrustofthe
communities.Inonearea,wheretherehad
beenrecentproblemswithstone-throwing,
acommunitygrouphadinvitedthepolice
toalocalmeeting.Thepolicereactedthe
followingnightbysendingthreeorfour
policelandroversintotheneighbourhood.
Acommunityrepresentativestated,“the
policejustfuelledtheproblembythis
response”.
police,eitherforfearofreprisalsorbecause
peopleassumedthatthepolicewouldnot
respond.Consequently,crimefigureswere
falselylowandthisledtocontinuedunderresourcing.
Children’sandyoungpeople’sresponses
weresimilartothoseofadults.While
theirattitudeswereinformedbyadults,
theyalsoreflectedpersonalexperiences.
Withinsomecommunities,historical
resistancetothepolice,pastexperienceof
discriminatorypolicingandheavy-handed
tactics,hadbeenpasseddown.Noneofthe
youngpeopleinterviewedinRepublican/
Nationalistcommunitiestrustedthepolice.
Acommunityrepresentativestated:
“Asteenagerswehatedthepolice
SomeRepublican/Nationalist
andsomefamilieshadmorereason
communities,untilrecentlyheavilypoliced,
tohatethemthanothersbecauseof
wereconcernedthata‘policingvoid’had
whathappenedtothem.Thishistory
emerged.Communityrepresentatives
hasfollowedthroughtoyoungpeople
statedthatlocalpolicestationswere
today…[itis]anongoinglegacyofthe
under-resourcedandthatthepolice
Conflict.Ithasbeenhandeddownand
wereunwillingtobecomeinvolvedin
youngpeopleknowthestoriesofthe
communityissues.Inonecommunity,
past.”
theycomplainedthatthepolicehad
failedtorespondtoarecentspateof
Whileyoungpeopleacrossallthe
joyriding.Localpeoplebelievedthatthe
communitieswerenegativeaboutthe
consequenceswereobvious:
police,thisviewwasnotuniversally
sharedbythechildreninterviewed.Those
“[It]legitimisespeople’sviewofthe
policebasedonpastexperience.Ifithad inpredominatelyLoyalist/Unionist
communitiesexpressedarelativelypositive
ofbeenanIRAmanin[thearea],the
view,particularlyregardingsafety:
placewouldhavebeenswarmingwith
police.Themessagethisgivesnow[is
“Idon’tfeelsafewhenthereisnopolice”
that]peoplefeelthepoliceareignoring
(Co.Antrim,aged7-10)
communityproblems.”
InpredominantlyRepublican/Nationalist
Amongcommunityrepresentativesin
communities,however,ofall9to11yearRepublican/NationalistandLoyalist/
oldsinterviewed,onlyonechildequated
Unionistareas,therewasnorejectionof
thepolicewithfeelingsofsafety:“You
thePSNIper se,butasharedassumption
aresafebecausepolicecomeupatthe
thatthecommunitieswerenotpoliced
weekend”(Co.Down,aged10).Allothers
effectively.Theyalsobelievedthatthere
associatedthepolicewithrioting.Those
wasareluctancetoreportcrimetothe
interviewedinonearearecountedrecent
CommunityandPolicing
75
instanceswhenthepolicehadenteredthe
communityatweekendsbecauseyoung
peopleweredrinkingonthestreets.This
hadresultedinconflictinwhichthepolice
wereattackedwithbricksandleftwithout
resolvingthesituation.Thechildrenin
thisareadidnotfeelsafewhenthepolice
arrived:
“There’ssofasontheroadsandall…
yeahburnin’themonthemiddleofthe
roadsothepolicecan’tgetpast…it’s
likearoadblock.”
“They[youngpeople]brickthem[the
police]andtheyalwaysdriveaway
again.”(Co.Down,aged10-11)
Inthiscommunity,theinitialpolice
responsehadledtoapatterneach
weekend:youngpeoplecongregatedon
thestreets,thepolicearrivedtomove
them,thepolicewere‘bricked’,young
peoplewerechasedandthepoliceleft.
Thisinterchangehadbecomeaformof
entertainment,providinginterestand
excitementonotherwisedrabevenings
whenlittleelsehappened.Aten-yearoldgirlcommentedthatoneofthe‘good
things’aboutlivingintheareawasthe
policepresence.Askedifitmadeherfeel
safe,shereplied:“thepolicealwayscome
upandtheyalwaysgethitwithstonesand
yougetachase.”
Inseveralcommunities,thepresenceof
thepolicehadbecomesynonymouswith
rioting.Ayoungwomandescribedthe
situationasfollows:
R:“Wouldtherebemanypoliceinthe
area?”
YP:“Loads,theystartfromabout8.00
atnight.”
R:“Isthereeveranytrouble?”
YP:“Aye,awilelotofriots.”
R:“Sohowdotheseriotsstart?”
YP:“Assoonastheyhear,theystart
throwingstonesasthepolicecomeup.”
R:“Soifthepoliceweren’ttocomeup,
woulditbequietenoughorwouldthere
befightinganywaybecausepeopleare
drinking?”
YP:“No,itwouldbequietenoughifthe
policeweren’tthere.”(Co.Derry,aged
14)
Likewise,anothergroupcommented:
“They[thepolice]aretheproblem.It’s
themthatleadstopeoplepetrolbombin’
andallthat,andthentheyjustdestroy
theplace.”(Co.Armagh,aged12-21)
Suchviewsdonotsimplyreflectculturally
reproduced,negativeattitudestowards
thepolicewithinthesecommunities,
butarederivedineventswitnessedand/
orexperiencedbychildrenandyoung
peopleintheircommunities.Responding
toaquestionsabouttrustingthepolice,
theoverwhelmingresponsewasnegative.
Acrosstheagerangesthefollowing
commentsweretypical:
“Thepolicedon’tdoanythingwhen
theycomeup.Theydon’tsortoutthe
problems.”(Co.Down,aged9-10)
“Theresponsetothepolice’roundhere
isno-onewillphonethemastheydon’t
doanything.They’renotveryhelpfulin
thisarea.”(Co.Derry,aged19)
Insomecommunities,acultureofsecrecy
persistedamongyoungpeoplewhofeared
reprisals:
R:“Ifsomethinghappened,wouldyou
contactthepolice?”
YP1:“Yeah,ifsomethin’happenedto
ya,ifsomeonehurtya.”
YP2:“Noyouwouldn’t!You’djustmove
toadifferentcountryandnotcome
back.”(Co.Armagh,aged12-21)
CommunityandPolicing
76
Youngpeopleunderstoodandexpressed
theviewthatriotingandtheirrelations
withthepolicewereembeddedwithin
thesocial,culturalandpoliticalcontext
oftheirlives.Theygrewupinfamilies
andcommunitiesthatnevertrustedthe
policeandhaddirectlyexperiencedabuse
orintimidationbypoliceofficers.These
deep-seatedmemoriesandexperienceshad
notbeenerasedbyachangeinthename,
badgeortrainingofthepoliceforce.Asa
youngwomanstated:
“Theyoungeronesisjustbargin’the
police’costheydon’tknowwhat’sright
andwhat’swrong.Theyjustseethe
policeasbadbecausewe’renevertaught
anydifferent.”(Co.Derry,aged22)
Communityrepresentativeswithin
Republican/Nationalistcommunities
consideredthatcommunitieshadnotbeen
preparedfortheemergingpolicepresence.
Negativeattitudestowardsthepolice
werenotrestrictedtochildrenandyoung
people.Therewasevidencethatinsome
communitiespowerfulandinfluential
adultsencouragedviolencetowardsthe
police.“Armchairparamilitaries”,asthey
weredefinedinonecommunity,used
youngpeopletoinitiateviolence.Yetthey
acceptednoresponsibility,statingpublicly
thattheywerenolonger‘active’.
Youngpeoplefromdifferentcommunity
backgroundshadnegativeviewsofthe
police.SomelivinginLoyalist/Unionist
areasconsideredtheywerepolicedmore
heavilythantheirRepublican/Nationalist
counterpartsandvice-versa.Thosein
Republican/Nationalistareasexpressed
difficultiesinrespectinga‘new’forceafter
yearsofinherenthostility.Whilesome
youngpeopleinLoyalist/Unionistareas
believedthatchangesinpolicingwere
necessary,inthetransitiontowardspeace,
othersfeltthatCatholicshadbenefitedand
thattheProtestantcommunityhadbeen
‘soldout’:
“…thesepeopleinpoliticstheytellye
‘Aw,trustthepolice-theydothis,they
dothat’.Butit’slikestrangerscomin’
intoyourareaandinvadin’yourspace”
(Co.Derry,aged22:heremphasis)
YP5:“Surelookat[Catholicarea]they
havetheirflagsupallyearandwe’renot
allowedany.”
R:“Howdoesitmakeyoufeelwhen
oneareaisallowedthatandyoursisn’t?”
YP1:“Hatredtothepolice.”
All:“Favourin’.Bias.”
YP1:“SinnFéinwineverythin’.”
(Co.Fermanagh,aged13-15)
Experiencing the police
Mostyoungpeopledidnotfeelrespected
bythepolice.Whiletheyacceptedthat
thebehaviourofsomeyoungpeoplewas
offensiveandrequiredapoliceresponse,
theybelievedtherewasatendencyto
viewallyoungpeopleas‘problems’.On
thestreets,youngpeoplewereconstantly
‘movedon’,althoughtheyhaddone
nothingwrong:
“…youcan’treallywalkanywhere
withoutthem[thepolice]saying
something.They’relike,‘Moveon,move
on!’.Youjustcan’tstandaboutanywhere
inthetownwithoutthemtellin’yeto
move.”(Co.Derry,aged15-19)
“Whenwewerekickin’theballatthe
bottomofthestreet,he[policeofficer]
pullsupandislike,‘Here,wouldn’tye
takethatthereballawayoryou’regonna
loseit’…Surewedon’tevenhave
nofootballpitchtoplayon,sowhere
CommunityandPolicing
77
dotheyexpectustoplaylike?”(Co.
Fermanagh,aged13-15)
Suchinteractionsdiminishedyoung
people’srespecttowardsthepolice.They
feltthat,comparedtoadults,thepolice
viewedandtreatedchildrenandyoung
peopledifferently.Itwasalsostatedthat,
evenwhenyoungpeopleattemptedto
positivelyengagewiththepolice,theywere
treateddisrespectfullyandwithsuspicion:
“Iftheydocomeinandtheyoungones
talktothem,theytellthemtogoaway.”
(Co.Derry,aged19)
Inonecommunity,allgroupsinterviewed
statedthatthepoliceregularlythreatened
youngpeoplewithAnti-socialBehaviour
Orders(ASBOs).WhilenoASBOshad
beenissued,somechildrenandyoung
peoplehadreceivedwarninglettersfor
behaviourtheydidnotconsidertobe
anti-social.ASBOs,theyargued,were
usedtothreatenyoungpeople,basedon
theassumptionthat‘hangingabout’wasa
precursortoanti-socialbehaviour:
thepolicehadpre-determinedideasabout
youngpeople:
“…theydon’tcarewhatyousay,they
don’tlistentowhatyousay.”(Co.Derry,
aged9-11)
“Thepoliceneverchanged.Theyalways
pickontheyoungones,always”(Co.
Derry,15-19:hisemphasis)
Theseviewswerecompoundedforsomeby
theirdirectexperienceofpoliceresponses:
“Ifyouhitthepolice[withastone]and
theycatchyou,theyalwayshityouwith
theirbaton.”(Co.Down,aged10-11)
“I’veseenit,someweeweanofseven
yearsolddown[nameofroad]-they
werehittin’himwithabaton.Alright
hehadapaintbomb,like.Buttheystill
hithimwithabatonandhewasabout
seven.”(Co.Derry,aged16-17)
Althoughthebehaviourofchildren
involvedinstone-throwingandpaintbombingisunacceptable,itisnotwithout
context.Thepoliceresponsesasdescribed
“Policehatethesightofyou.We’retold areunlawful.Theyalsoconferlegitimacy
we’llgetanASBO.”(Co.Armagh,aged ontheuseofviolenceandconfirm
13-24)
thenegativereputationofthepolice.
Intimidation,harassmentandviolencewere
“Youdon’tfeelrespectedbythepolice
themeswhicharoseinfivefocusgroups
…theysay‘I’mgoingtoputanOrder
andwerealludedtobyothers.Onegroup
onyouweegirl,weeboy.”(Co.Armagh,
noted:
aged9-15)
“Theythinkthey’relethal,theyactually
Intheexperienceoftheseyoungpeople,
do,bringin’outtheirbatonstous.
ASBOshadbecomeanothertoolto
They’dsayandalltoye,‘Wewould
regulateandcontroltheirbehaviour-
neverliftourhandstoyoungones,we
behaviourthatinvolvedmerelystanding
neverdothis,we’renotallowedto’-but
orsittingingroupswithintheirown
whenthere’snocamerasaroundthey
neighbourhoods.Onmanyoccasionsthey
kicktheshiteoutofye.”(Co.Derry,16weremovedunderthethreatofanASBO.
17)
Yettherewerenosafe,localalternatives.
Youngpeopleintwogroupsrecounted
Youngpeopleconsideredthethreatened
personalexperiencesofpolicebeatings
useofASBOstobefurtherevidencethat
CommunityandPolicing
78
ordescribedhowtheirfriendshadbeen
assaulted.Theystatedthatthepolice
deliberatelygoadedyoungpeople,knowing
theywouldreact:
“Beepin’thehornsatyewhenyou’rejust
sittin’there.”
“Andtheycomeinyourfaceandjust
keeptalkin’toye.Yedon’twannatake
themon,youdon’ttalktothem.And
they’restillinyourears.Thentheymake
yeroaratthemandtellthemtoget
outtayourface.Andthentheythreaten
you.”(Co.Derry,aged16-17)
Goadinginvariablyendedinviolent
confrontation:
“Well,ifthepolicearealwaysfuckin’
annoyin’yayou’regonnabebad
andyou’regonnahatethelaw.”(Co.
Fermanagh,aged13-15)
“Theywindyouupbecausetheyknow
you’regonnaretaliate,you’rejustgonna
startthrowin’stufforstartriotin’or
startsomethin’.”(Co.Derry,aged15-19)
Thisgrouprecalledsimilarexperiences
whentheyhadbeen‘lifted’[arrested]:
YP1:“Theycomeuptoyourstreetand
startdoin’handsignalsandall,like
‘Comeon,comeon’.Sowegooverto
themonesanditallstarts.”
YP2:“Theyshoutabuseatye,theyegg
youon.Thenyougetmad.Thenyoudo
somethin’.Thentheyliftye.Thenthey
puttheblameonyou.Thenitgoeson
record.”
R:“Haveanyofyoubeenliftedinthat
way?”
YP2:“Ihave.”
R:“Howmanytimes?”
YP2:“Twice.”
R:“Anyoneelse?”
YP3:“Aye.”
R:“Andwhatwasthatabout?”
YP3:“Thesame,theytrytoeggyawith
yournameandall.”
R:“Andhowdoyourespondtothat?”
YP3:“Ithrewabrickatthem.”(Co.
Derry,aged15-19)
Thisyoungmanstatedthathewasthenhit
bythepolice:“Igothitrightthere[pointed
tohisside]withabaton”.Hisfriendwas
also‘lifted’andbeateninsidethepolice
landrover.Youngpeopleinseveralofthe
focusgroupsgavesimilaraccounts.
Overall,youngpeopleconsideredthey
werean‘easytarget’forthepolice,who
usedtheirpowerstodiscriminateagainst
them.Fromtheinterviewsitappearedthat
theyconsideredagediscriminationwas
amoreseriousissuethandiscrimination
onreligiousgrounds.Twogroupsliving
inaLoyalist/Unionistcommunityalso
experiencedconstantpoliceharassment,
oftenforlittlemorethanplayingfootball
onthestreetsorgatheringonthestreet.
Onegroupstatedthatsomeofficers“think
they’reRobocop”:
YP1:“…thisboy,didn’thethinkhewas
thecommando?Comeupwithhiswee
goateeandhisskinhead.Andhewas
all,like,hewaswildlike.Hewasreal
mustard.Hecomeupandhesaid…”
YP8:“‘Wellgirls’.”
YP1:“‘Wellgirls’andnotonewoman
there!”
R:“Whathappenswhensomeonedoes
that?What’syourattitude?”
YP3:“Fuck‘em!”
YP1:“Ifyou’regonnagetarrestedfor
disorderlybehaviour,sobeit.”
YP3:“Hejustkeptonwiththatshite.
Hemadeuslineupacrossthefenceand
giveournamesandaddresses.”(Co.
Fermanagh,aged13-15)
CommunityandPolicing
79
Acrossthegroupsinterviewed,many
childrenandyoungpeoplegaveexamples
ofbeingtreateddisrespectfullybythe
police.Theyfeltdemeanedandhumiliated,
whichsustainedaclimateofmistrustand
confrontation.Instructively,someofthe
strongestcriticismscamefromagroup
involvedinapoliceyouthproject.While
theirexperienceswithpoliceofficers
involvedintheprojectwerepositive,the
actionsofotherofficersunderminedthe
progressivecommunityworkoftheir
colleagues.
youngpeopleandthepolice.Thisday
hadencourageddirectandpositive
engagement,inwhichallofthoseinvolved
inthecommunityhadanopportunityto
mix.
Inacommunitywithoutaccessibleorsafe
provisionforyoungpeopleaprogramme
hadbeenfacilitatedbyasmallnumberof
policeofficersandvolunteers.Described
as“adiversionaryschemeputinplacedue
tolocalconcernsaboutthebehaviourof
youngpeopleintheareaandthefactthat
‘normalpolicing’wasnotworking”,itsaims
weretobuildmorepositiverelationships
The future of policing?
betweenyoungpeopleandthepoliceand
Askedaboutthepotentialforchangein
todecreaseanti-socialbehaviour.The
police-communityrelations,thegroups
programmewasnovel,butshort-termand
believedthatthepolicewouldcontinue
under-funded.Yetitoperatedoneevening
todiscriminateagainstyoungpeople.
aweekandonoccasionalweekends,
Communityrepresentativesandafew
engagingprimarilyboysandyoungmen
youngpeople,however,madesuggestions
identifiedasa‘problemgroup’withinthe
forprogress.Acrossthecommunities
community.Overtimestrongrelationships,
therewasanidentifiedneedtobuild
basedonmutualtrustandrespect,had
positiverelationshipsbetweenthepolice
developedandweresustained.Initiallythe
andthecommunity.Whilethemajority
programmefocusedonsoccer.Emerging
ofthoseinterviewedconsideredthisthe
fromtheinitiativeoftheparticipants,
responsibilityofthepolice,youngpeople
theprogrammedevelopedotherelements
alsoconsideredthattheyhadaroletoplay includingcross-communitysoccermatches;
andputforwardsuggestionsforprogressing explorationoftheirculture;visitsto
relations.
culturalsitesoutsidethearea;negotiations
toremoveflagsfromthearea;consultations
Communityrepresentativesinonearea
withformalbodiesandagencies.
raisedtheissueofthehighturnover
ofcommunitypoliceofficers-within
Itwasademandingprogrammefor
amonth,threedifferentcommunity
facilitatorswithnobackgroundortraining
policeofficershadworkedinthearea
inthistypeofwork,andthepoliceofficers
whichunderminedthepossibilityof
involvedhadtoovercomemuchscepticism
buildingpositiverelationshipsandtrust.
ofthoseinvolved.Yettheyshoweda
Aconsistentandsustainedapproachwas
commitmenttotheprogrammeandhad
calledfor,alongsideappropriatetraining
undertakenanumberoftrainingcourses
forpoliceofficersinhowtocommunicate
overtime.Theprogrammedeveloped
effectivelywithyoungpeople.Young
respectfulrelationships,althoughseveral
peopleconsideredthatthiswaspossible.
barriersanddifficultiesremained.
Forexample,afundayheldinone
Fundingwasprecariousandtherewere
communityhadinvolvedadults,children,
nolocalinitiativesintowhichyoung
CommunityandPolicing
80
peoplecouldprogress.Theattitudesand
responsesofpoliceofficersnotinvolved
intheprogrammetowardsyoungpeople
couldpotentiallyunderminethepositive
relationshipsdeveloped.Thesensewasthat
suchofficersdidnotvaluetheprogramme.
Further,‘balancing’roles,particularly
policeofficersworkingasquasi-youth
workers,wasachallenge.Askedifthere
wasanythingtheywouldchangeaboutthe
programme,theworkerssuggestedgreater
recognitionfortheyoungpeopleinvolved:
Intwocommunities,youngpeople
suggestedthatpeoplefromthelocal
communityshouldjointhepoliceasthey
understoodlocalissues:
“Youngpeoplearenotgettingthecredit
theydeserveforthethingsthey’vedone.
They’vecomealongway.It’shardfor
themtoworkwiththepoliceorwith
theboysacrossthetown.”
“Thereshouldbelocalpoliceand
customs-theladsthatknowswhat’s
goin’on,ratherthantheladsthat
couldn’tcareless.”(Co.Armagh,aged
12-21)
Whilesuchexampleshavethepotential
forestablishingbetterpolice-community
relations,differentcommunitiesareat
differentstagesintheiracceptanceofthe
police.Yet,withinneighbourhoodswhich
havetraditionallybeenhostiletothe
police,someofthoseinterviewedfeltthat
thepoliceshouldgraduallybuildrelations.
Oneyoungwomansuggestedthatthe
police,likethefireserviceandhealth
professionals,shouldorganisesessions
withinschoolsexplainingtheirroleand
whatconstitutesanti-socialordisorderly
behaviour.Communityrepresentatives
considereditimportantforthepolice
tohaveamorepositivepresence-not
comingintocommunitiesonlyinresponse
toproblems.Therewasakeenawareness
ofthedifficultiesfacedbythepolice,
particularlyinRepublican/Nationalist
areas,butabeliefthatthesewouldbe
overcomeintime:
“Thereisnofootpatrolinthearea.
Politicallythisisnotpossible–ifpeople
knowtheyaregoingtobethere,they
willtargetthepolice.Butitcouldbe
developedgraduallytobuildconfidence
–tentofifteenminutesadayin
differentpartsoftheestate.”
Althoughyoungpeoplewithin
Republican/Nationalistcommunitieswere
lessconvinced,therewasnoevidenceofan
outrightrejectionofthepolice.
Thisgroupwantedamorevisiblepolice
presenceintheircommunitybecausethey
feltunprotected.Theycouldnotturntothe
PSNIforfearofreprisals,nortoformer
paramilitariesasoftentheywereinvolved
inintimidation.Theyfeltthatanotherform
ofpolicing–neutralandtrusted–would
potentiallyhelpthesituation:
“There’dbenoladsonthestreetsthat
wouldstopyeandstuff.Thereshouldbe
localpolicepatrollin’thestreetsmore
often,’cosifsomethin’happenstoye
nowyehavetohandleityourself.Like,
whoareyegoin’toring?”(Co.Armagh,
aged12-21)
IncreasedrecruitmenttothePSNIfrom
thesecommunities,however,wasnot
consideredlikelytohappeninthenear
future:
“SuretherewasaCatholiconejoined
thecopsandhegotshot…themore
Catholicsthatdojointhemorerights
we’reprobablygoin’toget.Ithinkthere
shouldbemoreCatholiccops.ButI
can’tseemanyjoining.”(Co.Derry,
aged15-19)
CommunityandPolicing
81
Acrossallcommunities,theissueofpolice
respectforthecommunityandforchildren
andyoungpeoplewasparamount.Despite
moreneighbourhoodpolicing,itwas
agreedthatthatthepolicedonothave
appropriateoreffectivetrainingconcerning
workingwithyoungpeopleandfailto
communicateeffectively.Thefocusgroups
andinterviewsindicatedthat,whilethey
didnotconsiderthepolicewere‘doing
agoodjob’intheircommunities,adults
weremoreacceptingthanyoungpeopleof
thepolice.Youngpeoplereportedbeing
movedon,verballyabused,scrutinisedand
targetedfarmorefrequentlythanadults.
Thesharedviewamongchildrenand
youngpeoplewasthatdifferentialpolicing
towardsthemcontinued.
Key Issues
- Many community representatives and
young people expressed frustration that
the Peace Agreements had not brought
significant change. They believed that the
impact and legacy of the Conflict had been
ignored, and that communities have been
left without necessary economic and social
support.
- It was recognised by young people and
community representatives that many young
people were confused about their cultural
identities and did not understand the
implications of transition from conflict.
- For working class young men with
an unambiguous, strong cultural and
community identity, there was a collective
sense of loss – formal education was not
valued, local work opportunities were
declining with few alternatives, and their
cultural identities were felt to be undervalued.
- Some young men responded to these
dramatic changes in employment and
social opportunities, and their lack of
status, through violence. They asserted their
sectarian identity to defend a culture they
believed was under threat.
- Children and young people believed
they were purposefully excluded and
marginalised in their communities. They
were not invited to community forums or
meetings and were not consulted in decisionmaking processes.
- Young people expressed frustration about
feeling ‘unwanted’ in ‘their’ communities.
- Community representatives believed
there was a ‘policing vacuum’, particularly
regarding the challenging behaviour of some
young people.
- Community representatives and young
people expressed disillusionment with the
police, who were considered unwilling,
unable or ill-equipped to deal with
community concerns.
- Police tactics had done little to generate
trust or respect. Young people reported
being ‘moved on’, ‘goaded’, ‘threatened’ and
‘ harassed’ - sustaining a climate of mistrust
and confrontation.
- Young people across all six communities
were united in the view that they were
policed differentially and unfairly because of
their age.
CHAPTER 7
PLACE AND IDENTITY
Meanings and perceptions
of place: positives, negatives
and suggestions for change
‘Place’and‘space’arekeyelements
ofpeople’slives,centraltoasenseof
belongingandpersonal/community
identity.Whilenotingthepotentially
limitingaspectofcommunities,Henderson
(2007:129)statesthattheyconstitute‘an
importantsourceofsocialrecognitionfor
individuals,providingatangiblesenseof
connectionandidentity:knowingwho
youareandwhereyoubelong’.Given
thepoliticisationofspace,residential
segregationandreligious/nationaldivisions
inNorthernIreland,itisimportantto
considerhowlocal,internaldivisions
impactonthelivesofchildrenandyoung
people.Manyassumptionsaremadeabout
specific,identifiablecommunitiesfrom
theoutside.Themeaningofplace,for
thoselivingwithincommunities,isoften
markedlydifferenttoexternalperceptions.
Communitymembershaveintimate
experience,knowledgeandunderstanding
oflocalhistoryandcurrenttensions.
Dependingonhowlongtheyhavelivedin
aplace,theyare‘insiders’.
Manychildrenandyoungpeople
interviewedwereawareoftheoften
negativeperceptionsoftheircommunities.
Whileperhapsnotfullyunderstanding
theconsequences,suchasimpactson
serviceprovision,theydemonstratedhow
perceptionsoftheircommunitiesaffected
theirlives.Inareaswithalonghistoryof
politicalviolence,forexample,concerns
oversafetyplacedlimitationsonfriendships
andmovement.Communitieslabelled
‘problemareas’werestigmatised,with
people‘badgedbythespacestheyoccupy’
(Byrne1999:21).Thishasconsequencesfor
selfesteem,socialinteractionandpatterns
ofmovement.Manyofthoseinterviewed
alsolabelledotherareasnegatively-as
‘problemareas’withassumedhighlevels
ofcrimeandviolence.Thesewere‘nogoareas’demarcatedbywalls,gatesand
symbols.
Whilenotagreeingwithnegative
assumptionsabouttheircommunities,
childrenandyoungpeoplediscussedthe
problemsassociatedwithwheretheylived.
Therewasconsistencyintheissuesraised
acrossthesixcommunities,butdiscernable
differencesacrossageranges.Themain
issues/concernsintheircommunitiesfor
childrenandyoungpeoplewere,inorderof
priority:thenatureofplay/leisurefacilities;
streetfighting/violence;alcoholuse;the
generalstateofthearea.
Whileallagegroupsraisedthelackor
inadequatestateofplayandleisurefacilities
asamajordeficitintheircommunities,
childrenunder13tendedtofocusonthe
poorconditionofavailableplayfacilities:
“Ourplaygroundsgetwrecked.”(Co.
Down,aged10-11)
“Theparksareallbrokenup.”(Co.
Derry,aged9-11)
“See[the]park,peoplebroketheswings
offandeverything.”(Co.Antrim,aged
10-13)
Olderagegroupsfocusedonlackof
appropriateleisurefacilitiesintheir
communities.Theyidentifiedpotentialsites
forprovisionbutbelievedthatpoliticians
andpolicy-makersfailedtorecognisethe
valueofsuchinvestment.Onegroupthat
playedfootballonthestreetsbecauseofa
lackofalternativesitesstated:
“Like,there’sloadsoffieldsaroundus-
iftheGovernmentboughtthemandput
acoupleofthingsin…Theythinkthat
PlaceandIdentity
83
iftheyputsomethin’inwe’llprobably
vandaliseit.”(Co.Fermanagh,aged1315)
Manygroupscommentedthatnothingwas
available:
“There’snothin’todo…foradults
there’ssixpubsandwhat’sthereforus?
SweetFA!”(Co.Armagh,aged13-24)
“It’s[thearea]ashitehole,there’sfuck
alltodo.”(Co.Antrim,aged15-20)
Lackofleisurefacilitiesforyoungpeople
wasanissueacrossalltheresearchareas,
butitwasparticularlypertinentinrural
areas-intensifiedbylimitedaccesstolocal
alternatives:
“…wealwayshavetotraveltoother
townstodothesethings.”(Co.Tyrone,
aged12-15)
“Ifwegoanywhereweneedtogetalift
…busesgoonlyatcertaintimes.”(Co.
Armagh,aged9-15)
Furtherconcernswithintheircommunities
forchildrenandyoungpeoplewere
perceivedhighlevelsofalcoholuse,street
fightingandviolence.Whileyoungpeople
viewedtheseissuesasintricatelylinked,
childrenconsideredthemseparately.
Childrenfocusedonthenuisancecaused
bynoiseatnight-timeorweekends.
Theywerefrightenedandintimidatedby
“drunkpeople”.Under-13salsoidentified
“fighting”asaregulareventwithintheir
communities.Thiscausedconsiderable
concern,primarilybecauseofitsregularity
ratherthanoutoffearthattheywouldbe
harmed,althoughchildrenwithintwo
communitiesrecognisedthepotentialof
becomingunintendedvictimsofphysical
violence:
“Mosttimethey[peopleinthearea]
fightandthenyou’rescaredyou’regonna
gethitwhenthey’refighting.”(Co.
Antrim,aged10-13)
“There’slotsoffights…whenyou’renot
vandalisin’andjustwalkin’roundyou
couldgethitorhurt.”(Co.Derry,aged
8-14)
Childrendidnotrelatealcoholandviolence
specificallytoyoungpeople’sbehaviour.
Severalemphasisedthatadultswere
responsiblefordrunkennessandviolence,
contributingtoaclimateofintimidationin
theircommunities.
Youngpeople,ontheotherhand,madea
directconnectionbetweenhighlevelsof
alcoholuseandviolence.Theyweremore
likelythanchildrentoviewthemselvesas
potentialvictimsofviolence.Theywere
regularlyonthestreetsatnightandat
weekendswhentherewasmorereported
violence.Theyconsumedalcoholand
hadwitnessedorexperiencedviolenceas
aconsequence.Unlikechildren,young
peopleviewedalcoholandviolence
specificallyasa‘youthproblem’ratherthan
asa‘communityproblem’.Manymadea
directlinkbetweenthethreemainissues
theyidentifiedasimpactingontheirlives–
lackofyouthfacilities,violenceandalcohol
use.“Nothingtodo”and“nowheretogo”,
theysuggested,ledtoboredom,whichled
toalcoholuse,whichledtothepotential
forviolence:
“Thebestnight’swhenyou’reoutwith
yourfriends,and[then]yegetslapped
onthebackofthehead.Saypeople’s
drinkin’aroundye,you’dbeafraid
somebody’sgonnaturnonyeandyou’d
getawilebeatin’.”(Co.Derry,aged1617)
PlaceandIdentity
84
Whatwasreportedashighlevelsof
violence,fightingandalcoholuseimpacted
onyoungpeople’ssafety.Consequently,
theyregulatedtheirmovementsand
employedspecifictechniquestomaximise
theirsafetywhileontheirneighbourhood’s
streets.Forexample,childrenavoided
parksatcertaintimesandoftenremained
closetotheirownstreets.Youngpeople
wouldremainingroups,vigilantand
prepared,rarelylettingtheirguarddown.
Thegeneralenvironmentorstateofthe
neighbourhoodwasraisedbychildrenin
discussionsaboutlitterandrubbishon
thestreets,graffiti,dogfoulingandthe
consequent‘smell’.Theywereconcerned
thatthegeneralappearanceoftheir
communitieswasdrabandunkempt.
Suggestedimprovementsbyoneboywere:
“flowerstogrow”(Co.Antrim,aged7).
Youngpeoplelivinginruralareas
identifiedlackofprivacyand“gettinga
nameforyourself ”asissues-becausetheir
communitiesweresmallandclose-knit,
“everybodyknowsyourbusiness”.Thishad
long-termconsequenceswhenayoung
personmisbehavedasitwasfeltthatlocal
employerswouldnotgivejobstothose
withnegativereputations.
Unsurprisingly,manysuggestionsfor
improvementsreflectedcomplaintsabout
neighbourhoods.Childrenfocusedonthe
needforreconstruction,maintenanceand
securityofparks(whichtheyfeltshouldbe
lockedatnightandsupervisedthroughout
theday).Thosewhocomplainedabout
thelocalenvironmentwanted“poobins”,
“morepublicbins”andto“gettheestate
cleanedupandstopthevandalism”.Young
peopledesiredmorefacilities,improved
choiceanddiversity,withyouthclubsopen
intheeveningsandatweekends.Someof
theolderagegroupsrecommendedmore
opportunitiesforparticipationinactivities
outsidetheircommunities.
Inmakingrecommendations,few
mentionedviolenceandalcoholuse,
despitethesebeingmajorconcerns.
“Lessviolence”and“lessdrunkpeople”
weresuggestedbyfivegroups,allaged
under13.Possibly,foryoungpeoplein
particular,alcoholuseandviolencehave
been‘normalised’–theyareaneveryday
featureofcommunitylife.Giventhat
youngpeoplemadeaconnectionbetween
lackofactivities,alcoholuseandviolence,
however,theirprimarysuggestionofmore
leisurefacilitiesandopportunitiesreflected
whattheyidentifiedastherootcauseof
otherconcerns-moreage-appropriate,
betterresourcedleisurefacilitiesand
opportunitieswouldleadtoadeclinein
alcoholuseandreduceviolence.
The upside of community life
Allchildreninterviewedhadpositive
experiencesoftheircommunitiesandsome
hadnocriticisms.Manyyoungpeople
felttheylivedin“agoodcommunity”.
Acrossallagegroups,fivepositives
emerged:localrecreationfacilities;friends;
familiaritywiththepeopleandplace;the
areabeingsafeandquiet;localshops.
Overwhelmingly,childrennotedlocal
recreationfacilitiesasapositiveaspectof
theircommunities.Ratherthanfocuson
childoryouthfacilitiesasawhole,they
focusedonspecificfacilitiessuchaslocal
parksorfootballpitches.Youngpeople
whoidentifiedlocalfacilitiesasapositive
aspecttendedtorefertoaspecificyouth
cluborprogrammetheywereattending.
Onegroupstatedthatsuchaclubwasthe
only“goodthing”intheircommunity:
“Thisplaceismadeforoldpeople…
WehavetheclubeveryWednesdayfor
PlaceandIdentity
85
onehourbutthere’snothingelsetodo.”
(Co.Armagh,aged9-15)
Asmallyetsignificantnumberofyoung
peoplewereconcernedthattheywouldbe
compelledtoleavetheircommunitydueto
Proximityoffriendswasraisedasapositive
risinghousepricesandminimalavailability
aspectoftheircommunitybyallage
ofsocialhousing.Somecommunitieswhere
groups:
therehadpreviouslybeenahousingsurplus
(withhousesboarded-uporderelict),now
“Yougetlotsofchildrentoplaywith
hadlongwaitinglists.Inoneareathere
andlotsoffriends.”(Co.Down,aged
wasawaitinglistofapproximately700
9-10)
families.Despiterecentregeneration,there
“It’sgoodcraicandyoucansocialise
wasadownside,asoneyoungwoman
withyourfriends.”(Co.Derry,aged12- explained:
15)
“Acoupleofyearsagotherewouldhave
“Allmymateslivehere.”(Co.Antrim,
beenloadsofhouses’cosofthebad
aged15-20)
nameoftheplace.Buttheyknocked
themalldown,whichwasawastereally
Someoftheoldergroups,particularly
’costheyweregoodhouses.Nowyou
thoselivinginruralareas,notedthatthe
can’tgetone.”(Co.Antrim,aged18-20)
“onlythingwelikeaboutthecommunity
isyoungpeopleandthecraic”(Co.
Armagh,aged13-24).Familiaritywiththe
communityanditspeoplewasalsonoted
aspositive.Forchildrenthiswaslimited
torecognitionof“friendlypeople”.Older
groupslinkedknowingpeopleandbeing
knownwithfeeling“comfortable”inthe
communityandasenseofbelonging:
Withsuchchangesoccurring,thelongestablishedclosenessofextendedfamily
trendswithinthesecommunitiesmaywell
diminish.Thiswouldhaveconsequences
foryoungpeople,particularlythoseliving
inpoverty,aspracticalsupportsuchas
child-carebyextendedfamilymembers
couldbelost.
“Idon’tknow,justIwasfrom[thearea] ‘Safety’asapositiveaspectoftheir
…Mymumlived[inthearea]whenI
communitywasraisedprimarilyby
wasborn,thenwemovedto[another
youngeragegroups:
area],thenwemovedback…whenI
“It’squiet,youaresafe.”(Co.Down,
livedin[theotherarea]Ididn’tfeelas
aged10-11)
secureandsafeasIdidwhenwelivedin
[thefirstarea].It’sthatthinginsideyour
“It’ssafelivinghere.It’squiet,there’sno
heart.Just,yourhomeiswhereyour
break-ins.”(Co.Armagh,aged9-15)
heartis.”(Co.Derry,aged21)
Afewchildrendiscussedtheimportanceof
Otherslikedtheircommunitybecausethey
havinglocalshopswithinwalkingdistance
hadlivedtherealltheirlives,withfamily
oftheirhomes.Inonegroupofolderyoung
andfriendscloseby.Eventhoughoften
people,anewshoppingcentreontheestate
criticaloftheircommunities,theywanted
wasnotedasthe“onlygoodthing”about
toremainbecauseitwasfamiliarandthey
thecommunitybecausethisprovidedlocal
knewpeople:“Iwasbroughtuphere…
jobopportunitiesandgoodsatcompetitive
yougetusedtoit,soit’sok.”(Co.Antrim,
prices.
aged15-20)
PlaceandIdentity
86
Overall,thefocusgroupdiscussionsclearly
demonstratedchildrenandyoungpeople’s
attachmenttotheircommunities,based
onfamiliarityandrelationshipswhich
hadbeenestablishedandmaintainedover
time.Contrarytotheviewsofsomeadult
communityrepresentatives,childrenand
youngpeopleshowedadefiniteattachment
to,andcarefor,theircommunitiesanda
desiretoimprovefacilitiesforallresidents.
The meaning of
community: local identity
and internal divisions
Thechildrenandyoungpeopleinterviewed
tendedtostaywithintheircommunities.
Theylivedthere,playedthereandwent
toschoolthere.Whilethelatterwas
particularlytrueofprimaryschool
children,manyinsecondaryeducationalso
attendedschoolswithintheircommunity.
Thosefromruralareasconsideredthatthe
busjourneytoschoolofferedachangeof
sceneryandplace.
Wherechildrenandyoungpeople
spenttheirfreetimeandusedfacilities
definedwhattheyconsideredtobe‘their
community’andtheiridentity.Knowledge
ofthelocalarea,andperceptionsabout
placesorspaceswithinthearea,impacted
ontheirsenseofself,theirfeelingsof
safetyandtheirmovements.
Internal divisions:
history and impact
Fiveofthesixcommunitiesinvolvedin
theresearchweresingle-identityareas.
Yet,internaldivisionsoccurredinmost:
divisionsbetweentwosidesofasingleidentityestateorbetweenparticular
streets(intra-community);betweena
smallsingle-identityruralcommunityand
similar,localareas;betweensmall,adjacent
neighbourhoodswithinthesamearea.
Therewerealsointernaldivisionsbased
onreligion/nationalidentitywithinthe
‘mixedcommunity’.
Childrenandyoungpeoplecommented
on,butwereunabletoexplain,divisions
withintheircommunities.Community
representativesintwocommunitiesstated
thatsomehousesintheircommunityhad
beenprovidedforfamiliesexiledfromtheir
homeselsewhere.Itwasassumedthatthese
familieswerepoliticallyaffiliated.Further,
theywerenotlocalandwereconsidered
“outsiders”.Resentmentwasexpressed
about“blowins”whocametothearea,
occupiedhousingbuiltforlocalpeopleand
“actedasiftheyownedtheplace”.
Athirdcommunityexperiencedsimilar
butdifferentdivisions.Community
representativessuggestedtherewere
“differentmoralities”andculturesin
differentpartsoftheestate.Theyreferred
toaRepublicanandSinnFéinethosthat
WhiletherehasbeendebateinNorthern
Irelandaboutthepoliticisationofspaceand impactedontheorganisationof,and
attendanceat,particularprogrammesor
divisionsbetweenplacesasaconsequence
eventsinonepartoftheestate.Itwas
ofresidentialsegregation,‘peacelines’
consideredthatthisareahad“moresocial
andothersymbolicmarkersofinclusion/
disruptionanddysfunction”.Certainlyit
exclusion,minimalconsiderationhasbeen
wasunder-resourcedincomparisonwith
giventolocaldivisionswithinplacesand
otherareaswithintheestate.
theirimpactoneverydaylifeandidentity.
PlaceandIdentity
87
Representativesintworuralcommunities
noteddivisionsbetweenadjacent,sameidentitycommunities.Theyinterpretedthis
as‘parochialism’,witheachcommunity
havingstronglocalbondsandidentities.
Oftendefinedas“footballterritories”,
divisionswerecreatedasaresultof
allegiancestoparticularGaelicfootball
clubs.Communityrepresentatives
explained:
“Footballhasdonealotforthis
[parochialism],everyoneisabitsticking
withtheirown.Thereisalotofrivalry
betweenclubsandthishasstopped
youngpeoplefrommixing.Theydon’t
tendtogotootherareasandthisis
anotherbarriertoserviceuse.”
traditionshadmixed.Sincethenhousing
policyandpopulationmovementhad
resultedinresidentialsegregation,with
onesideoftheareadefinedasCatholic
andtheotherasProtestant.Shopsand
barswerelocallydefinedasbelonging
toonecommunityortheother.Most
childrenandyoungpeopleattendedthe
localCatholicorProtestantschoolsand
single-identityyouthprovision.Within
thisrelativelysmallcommunity,therewere
fewopportunitiestomix.Theonlymixed
youthproject-arecentinitiativeinthe
area-experiencedoppositionfromparents
andconstantbattlesforfunding.
Withinthecommunitiesparticular
neighbourhoodsorclustersofstreets
haddevelopeddistinctidentitiesand
“ThereisnoreligiousdividebutaGaelic
reputations.Divisions,therefore,weremore
footballdivide.Communityrelationsis
oftenperceptualthanphysical.Yetthishad
aboutmorethanCatholicorProtestant
clearlyevidentconsequencesforindividual
…Thereareterritorialissuesin[the
andcollectiveidentity.Theclaimingof
area].Peoplewon’tgotootherareas.
differentandseparateidentitiesinspecific
Youngpeopleareseparatedafterschool.
neighbourhoodsaffectedthepositioning
Thisisaboutidentityissuesnotbased
anduseoflocalservices.Withinsome
onreligion…Youngpeoplefromsmall
communities,playparksandlocalshops
ruralareaswilloftennevermeetbecause
wereonlyutilisedbythosefromonesideof
offootballrivalries.”
anestateoronepartofaneighbourhood.
Newer,genericserviceswerepositioned
Age-relatedhousingsegregationwasalso
carefullytoensurethattheywerenot
discussed.Reflectingaconcentration
viewedasbelongingtoonearea.These
ofolderresidentslivinginparticular
tendedtobelocatedatthecentre,between
partsofanestate,thiswasbelievedto
differentestatesorneighbourhoodson
“breedisolation,insulationandalackof
whatmanytermed“neutralground”.
tolerance”.Asaconsequence,olderpeople
Failuretofind‘neutralground’,however,
feltthreatenedbyyoungpeople.
ledtounder-useorunder-provisionof
Therewasalsoevidenceofseriouslevels
facilitiesduetospatialdivisions.
ofdivisionwithinwhatwasviewedasa
Acrossthecommunities,becausechildren
‘mixedcommunity’.Internaldivisions
andyoungpeopledidnotaccessyouth
withinthecommunitywerebased
facilitiesoutsidetheirneighbourhoods,
onreligious/nationaldivisions.Those
mobileserviceshadbeenestablished.
interviewedconsideredthiswasadirect
consequenceoftheConflict-priortocivil Alternatively,fundinghadbeenreceived
tosetupspecificprogrammesindifferent
unrestinthe1970s,thedifferentcultural
partsofthecommunity,inrecognition
PlaceandIdentity
88
ofthefactthatonlycertainpeople
wouldattendparticularclubsbecause
oftheirhistoryorphysicallocation.
Inonecommunity,adultcommunity
representativesworkinginseparate
youthfacilitiesnotedthatyoungpeople
whoattendedtheirprovisiondidnot
attendotherlocalprovision.Another
groupofcommunityrepresentativeswas
acutelyawarethattheirprovisionhadan
establishedreputationbasedonthelocal
historicalcontext:
“Thecentreisassociatedwiththe
Provisionals…wehadtoworkhardto
getthecommunitytorealisewearenot
linkedtoparamilitaries.”
Whilethegrouphadattemptedtobreak
thislinkwiththepast,someyoungpeople
remainedreticenttoutilisetheservice
becauseofitsreputation.
Somecommunityrepresentativessuggested
thatthishadresultedinyoungpeople’slack
ofprideintheirowncommunity.
Positioning the self: local
divisions and the lives of
children and young people
Whilechildrenandyoungpeople
didnotdemonstrateacomprehensive
understandingofthedivisionswithintheir
communities,theytookclearpositions.
Whenaskedabout‘theircommunity’
theyfrequentlyaskedforclarification.
Theirresponsesfocusedonwherethey
lived-“mystreet”,“aroundmypartofthe
community”.Consciously,theypositioned
themselvesaccordingtoknowndivisions
withinthecommunity.
Whiledivisionsoriginatedinhousing
policiesandpopulationmovementat
theheightoftheConflict,thesehave
Theseverylocal,complexanddeeply
remained.Inchildren’sandyoungpeople’s
rootedmeaningsandassumptionsattached
accountstheyconnectedto‘reputation’.
tospacecreatedfurtherdifficultiesfor
Theseincludedperceptionsaboutthe‘good’
serviceproviders.Forthoseinruralareas
and‘bad’sideoftheestate,the‘rough’
theimpactwasparticularlypronounced.
andthe‘respectable’,the‘quiet’andthe
Therewasgenerallyalackoflocalprovision
‘troubleorientated’,the‘poor’andthe‘more
andwhatexistedwascentralisedin
affluent’.Adultcommunityrepresentatives
particulartowns.Awidelydistributed,
intwodifferentareasstated:
sparsepopulation,inadequatepublic
transportanddivisionsbetweenareas
“Thereisaninvisibledivideinthearea
ledto“people…notcomingtogetherto
…Locally,ifyoulivein[onepartofthe
shareresources”.Thecentralpositioningof
area]youareseenasposh,ifyoulivein
servicescreatedresentmentandincreased
[theother]youareseenasahood.”
feelingsofexclusionamongyoungpeople
“Theareasareallseparateandthe
whoconsidered“theygetnothingornopeoplelivingtherehavegraded
onecaresabouttheirarea”.Psychological
themselvesinsocialrank.Theroadacts
barriersexacerbatedphysicaldifficulties
likeariver,likeanaturaldivide.People
andthecentralisingofresourceshad
won’tmix.”
exacerbatedlocalperceptionsofdifference.
Youngpeopleinareaslackingservices
Incommunitiesthathadmarked(yetnot
andresourcesbelievedthattheywereless
alwaysclearlyvisible)internaldivisions,
importantthanthoselivinginthenearby
anidentifiablepartoftheestatewas
townorvillagewherethesewerelocated.
oftenassociatedwith‘trouble’,highlevels
PlaceandIdentity
89
ofdisorder,‘socialproblems’,lackof
facilitiesandservices,andapoorphysical
environment:
“I’mnottryingtosaythat[theother
partofthearea]isbadoranythin’.But
[whereIlive]wouldbetidierthanbits
of[theotherpart]and,like,there’snot
asmanybadpeoplein[mypart]than
whatthereisin[theotherpart]”.(Co.
Antrim,aged10-13)
However,inthefocusgroupstherewas
considerabledisagreementaboutlocal
divisions:
YP1:“Idon’tlikeit[AreaB].”
R:“Anyreasonyoudon’tlikeit?”
YP1:“Yeah,it’sgotnothin’todo.”
YP2:“Surethere’snothingtodoin
[AreaA].”
YP1:“Playrounders.”
YP2:“Whooo,sureyoucandothatin
[AreaB].”
YP3:“Icomefrom[AreaA]andIfeel
safetherebecausethere’smoreplacesto
go,it’sbiggerthan[AreaB].”
YP2:“The[AreaA]crew!”(giggles
sarcastically)(Co.Antrim,aged10-13)
Whilethisexchangereflectsapparently
pettydifferences,itshowsalocal
defensivenessof‘their’place.Whilethe
youngwomenwhoseneighbourhoodhad
beennegativelyearlierlabelledhadbeen
criticalofitthemselves,theywereloyal
totheircommunitywhenthecriticism
camefrom‘outside’andresistednegative
labelling.Defendingidentityagainsta
negativelabelisevidentinthefollowing:
R:“Whataresomeofthemainissues
andproblemslivinghere?”
YP1:“Poverty.It’sawhiteghetto.”
YP2“Notpoverty!Helivesin[nameof
area],yougetstabbedwalkin’aboutthe
streets.WhereIliveisn’tlikeaghetto!”
YP1:“Itlookslikeashithole.”
YP2:“The[onepart]doesn’tlooklikea
shithole.”
YP1:“I’mtalkin’aboutuphere[the
otherpart].”
YP2:“Ayewell,Idon’tliveupthere.I
don’tcarewhatpeoplesay,I’mnotlivin’
inpoverty!”(Co.Derry,aged16-17)
Whilethefirstyoungpersonshoweda
deeperunderstandingoflocaldivisionsand
thedifferencestheyrepresent,povertyisa
negativelabelresistedbythesecondyoung
person.
Internalcommunitydivisionsimpacton
childrenandyoungpeopleinvariousways.
First,theydemonstratethatchildrenand
youngpeoplewithinthesamelocalityoften
haveverydifferentexperiences.Where
theyliveandplayintheneighbourhood
affectswhattheywitnessandexperience
atapersonallevel.Forexample,when
discussingviolenceinacommunity,one
youngpersonstated:“itjustdependswhat
streetyou’dbein”whileothersreported
highlevelsoffightingononesideofthe
estate:“there’smorefightin’overthere”.
Thoseinanothercommunityarguedthat
recent“problems”wererestrictedtoone
particularneighbourhood.Thefollowing
briefinterchangeillustratesdifferential
experiencewithinthesamecommunity:
R:“Isdrugsabigissue?”
YP1:“Aye,around[here]itis.”
YP2:“Aye,it’sinthecommunity.”
YP3:“I’venevercomeacrossdrugs
aroundmypartofthecommunity.”
YP2:“WellIhave.”(Co.Derry,aged
16-17)
Asecondissuerelatedtouseoflocal
facilities.Communityrepresentatives
statedtheircommitmenttosettingup
facilitiesindifferentlocationswithinthe
PlaceandIdentity
90
community.Despitetheseapproaches,
manychildrencommentedthattheirfreetimeandplaywasrestrictedtothestreetin
whichtheylivedasthiswaswheretheyfelt
safe.Reflectingonwhyshewouldnotuse
servicesinaparticularcommunitycentre,
oneyoungwomanexplained:
weirdo”.Similarly,childrenandyoung
peoplelivinginruralcommunitieswould
notuseyouthservicesinnearbyvillages:
“Wewouldn’tbewelcomedownthere
becauseeveryonestaysintheoneplace”
(Co.Armagh,aged9-15).
Asparticularfacilitieshadbecome
“Youwouldn’thavewentinto[the
synonymouswithparticulargroups,those
centre]becausethatwasalltheboys,
‘notbelonging’wereexcluded.Theyhad
theRAandlikeSinnFéinandallthat
nosenseofownership.However,the
there.Soyouwouldn’thavewentin
choicesthatchildrenandyoungpeople
there.”(Co.Derry,aged21)
madeaboutuseofexistingprovisionwere
notnecessarilyinformed.Theylearned
Whilemuchhasbeendonetochange
the‘rules’oftheirareaquickly,including
reputations,progresshasbeengradual.
‘differences’withintheircommunities
Thephysicallocationofsomefacilitiesalso
andestates,whichextendedtowherethey
connectedthemtoaparticular‘type’or
shouldandshouldnotgo.Thisconstituted
group,leavingthosefromotherpartsofthe
identityformationataverylocallevel.
communityreluctanttousethem:
Asonecommunityrepresentativestated,
“…it’slikealltheonegangthatgoesto decisionsaboutattendingclubswere
“asmuchaboutcultureasaboutwhat
it,whichmeansthere’sothergangsin
programmesareonoffer”.
[thearea]won’tgotoit…theywould
haveallthekindoftoughboysamong
Further,theattitudesofthoseworkingin
themwhichmeansalotoftheyounger,
clubsandotherfacilitiesoftencompounded
thequieterones…wouldn’tgonearit
establishedassumptions.Someofthose
…ifyegointothecommunitycentres
interviewedwhowereinvolvedinyouth
youwouldneverseeoneofthepeople
provisionwerenegativeaboutcounterparts
from[onecentre]downat[theother
offeringalternativeprovisionwithinthe
centre].”(Co.Derry,aged22)
localarea.Explicitlyorotherwise,such
messageswerelikelytobepassedonto
Communityrepresentativesandyoung
theyoungpeoplewithwhomtheyworked.
peoplenotedthatthelocationofservices
Thus,therewasevidencethatexistinglocal
andwho‘ranthem’affectedwhoused
them.Subtleandlocalnuancesmeantthat divisionswereperpetuatedbysomeof
thoseworkingdirectlywithchildrenand
someyoungpeoplewereexcludedfrom
youngpeople.
localservices.Aformofterritorialityhad
consolidated,withfacilitieslocatedin‘their
Divisionswithincommunitieswerenot
endoftheestate’andrunbypeopleliving
sectarianbutbasedonperceivedstatus
thereperceivedtobe‘safe’.Theyknewthe
differences,rootedintheconflict-related
backgroundof,andtrusted,theorganisers
historyofNorthernIreland.Suchdivisions
andmanyotherswhoattendedlivedin
hadanumberofconsequencesforchildren
thesamestreetsorpartofthecommunity.
andyoungpeople,includingnegative
Others,however,knewthatthey“wouldn’t
labelling,developmentofpersonaland
fitin”andwouldbemadeto“feellikea
collectiveidentities,selectiveuseoflocal
PlaceandIdentity
91
facilities,restrictedsocialmovementsand
concernsaboutsafety.Itwasclearfrom
thefocusgroupsthatchildrenandyoung
peoplelivinginpartsofacommunity
associatedwithnegativelabellingfound
itdifficulttoavoidthepressuresoflocal
tradition.Theyconsideredthatentering
communityfacilitieswheretheyfelt
theydidnotbelongplacedtheminrisky
situations.Theirlocalunderstanding
ofplace,invisibleandoftenunspoken
divisions,andthemeaningsattachedto
specificspaces,enabledthemtonegotiate
theirmovementsandnegotiatelocal
spacesafely.Italsoemphasised,however,
thehiddenlimitationsplacedontheir
movementsthroughthelegacyofthe
Conflict–bothoutsideandwithintheir
communities.
Key Issues
- The problems identified in all six
communities centred on lack of adequate
play and leisure facilities, street fighting/
violence, alcohol use and the general
condition of the local area.
- Those in rural areas experienced exclusion
from play and leisure services due to
remote location and inadequate, affordable
transport.
- For children, positive aspects of their
communities included play facilities,
friendships and feeling safe.
- For young people, positive aspects of their
communities included familiarity with the
place and proximity to family and friends.
- Older young people expressed concern
that they would be forced to leave their
communities to find employment, ending the
availability of extended family support for
those making the transition to independent
living.
- Over time, housing policies and population
movement had given neighbourhoods or
clusters of streets distinct identities and
reputations. Children and young people
positioned themselves according to such
known divisions within communities, often
drawing distinctions between ‘rough’ and
‘respectable’ neighbourhoods or streets.
- Those living in the same locality had
distinctive and contrasting experiences as
a consequence of internal divisions within
communities.
- The location and management of services,
even in communities with a shared cultural
identity, affected take-up - leading to
experiences of exclusion or marginalisation
amongst those who felt that ‘their’ local area
had not been appropriately resourced.
CHAPTER 8
SEGREGATION AND SECTARIANISM
Segregation and everyday
life: physical divisions
and social identifiers
Somecommunityrepresentativesexpressed
concernthatyoungpeople’ssocial
networkingsiteshadbecomevehiclesfor
sectarianism,glorificationofdeathand
theConflict,andactualthreatsagainst
‘theothercommunity’.Theyhaddifficulty
understandingsuchhostility,giventhat
theseyoungpeopleweresupposedly‘the
ceasefiregeneration’whohadwitnessedor
experiencedlittleoftheConflict.Others
notedthepersistenceofdivisionand
segregationineverydaylife.Mostofthe
childrenandyoungpeopleinterviewed
grewupinsingle-identitycommunities,
wereeducatedineitherCatholicor
Protestantschoolsandsocialisedprimarily
withthoseofthesamereligion.As
discussedinthepreviouschapter,dueto
limitedfinancesandfearsfortheirsafety,
manyremainedwithintheircommunities
andtherewerefewopportunitiesforcrosscommunitycontact.Theywereawareofthe
connectionbetweenreligionandnational
identity.Whiletheycouldwearwhatthey
wantedand,toadegree,walkfreelyaround
theircommunities,theyfelttherewere
restrictionsonexpressingtheiridentity
andontheirmovementsoutsidetheirown
neighbourhoods.
Childrenandyoungpeoplefromallthe
communitiesconsideredsectarianismto
beanissuethataffectedtheirlives.Where
theylived,theirschool,theiruniformand
sportingactivitiesdefinedthemwithin
theirculturaltradition.Whilechildren
expressedfewerexperiencesandless
knowledgeofsectarianism,effectively
‘cocooned’(Roche2008),theyexpressed
viewscloselyrelatedtotheircultural
identity.Insomecasestheseweresectarian.
SomechildrenlivinginRepublican/
Nationalistcommunities,forexample,
spokenegativelyaboutthepoliceand“the
Brits”,talkingabout“gettingtheBrits
andthepoliceout”oftheircommunities.
Communityrepresentativesfromdifferent
communitiesrelayedstoriesofveryyoung
children“chantingIRAsongs”and
“singingLoyalistsongsonabustrip”.
Youngpeople,throughtravellingtoschool
andsocialevents,weremoreawareof
segregation,differenceandsectarianism.
Divisionsbetweencommunitiesweremore
visiblethanthosewithincommunities
throughdemarcationofterritorywith
‘culturalsymbols’suchasflags,murals
andmemorials.Thesesignifieda
community’stradition,whowaswelcome
andunwelcome,andwhowas‘safe’.One
group,inamixedbuthighlysegregated
community,stated:
“Yecantellfromtheoldflagshangin’
ontheposts-whereverthat’soutside,
that’sthatterritory.”(Co.Tyrone,aged
14-25)
YoungpeoplelivinginaLoyalist/Unionist
communitycommentedthattheflags
positionedontheroadleadingintotheir
estatewereanoutwardexpressionoftheir
culturalidentity.Tosomeadultsinthe
communitytheseflagsmarkedterritory
-avisualreminder,orthreat:“thisisour
street,no-oneiscomingdownourstreet”.
Somelikenedtheiruseto“dogspeeingup
againstlampposts”.
Childrenandyoungpeopleidentified
religionandsectarianismascentral
issuesintheirlives.Thoselivingwithin
amixedbutsegregatedcommunity,for
example,detailedthedivisionsandhow
theseoftengeneratedsectarianclashesor
violence.Youngpeoplegenerallyattended
SegregationandSectarianism
93
single-identityyouthprovisionandadults
frequentedpubsassociatedwiththeirown
identityinparticularpartsofthetown.
Communityrepresentativesstatedthat
“entertainment”wasdivided:“There’s
noquestionofyoungpeoplesocialising
together”.Youngpeopleagreed:“thewhole
town’sdivided,like,exceptforhere[a
cross-communitydrop-incentre].”They
attendedtheonlymixedreligionyouth
provisionwithinthecommunity-provision
setupdespitelocalresistance.Giventhe
contributionthisprojectmadewithinthe
community,itsincreasingmembership,
itsvaluablecourses,itslateopeningat
weekendsanditsparticipativeframework,
itwassurprisingthattheinitiativehadno
statutoryfundingandwasunderthreatof
closureatthetimethatthefieldworkwas
conducted.Thesignificanceof“aneutral
programmeinaneutrallocation”wasnot
recognisedbylocalcouncillorsorfunding
bodies.
Maintainingsegregationinthis
communityhadreinforcedandexacerbated
difference,resultinginmuchunrest.As
Shirlow(2001:67)notes:“separationisthe
instrumentthroughwhichanimosityand
thereproductionofmistrustanddivision
bestmanifestthemselves.”Segregated
socialactivities,localfacilitiesandschools
werestarkremindersoftheextentof
religiousdivision.Becausesocialcontact
with‘theother’wassolimited,whenit
happened,itwaspotentiallydangerous:
R:“Wouldtherebe,like,clashesthen
betweenCatholicsandProtestants,
wouldtherebefightingor…?”
[Laughteramongthegroup]
YP1:“You’rein[nameofcommunity]!”
YP2:“It’slike,whentheygetouttathe
pubslateatnight,theyallkindamix.”
YP3:“Itusedtobewilebad.”
YP4:“Itstillis.”
YP5:“Suretheyhadtochangethetime
oftheschools.”
YP6:“Theyhadtochangethetimes
thattheschoolswereallowedtoleave
becausetheywerefightin’inthemiddle
ofthetown.Sooneschoolleavesat,
like,tenpast…”
YP7:“Like,theCatholicschool’sright
besidetheProtestantpart,wherethey
alllive,andthenwhentheCatholics
wouldbewalkin’roundtheProtestants
wouldbecomin’homefromschooland
itwouldjustbecausingfightswhenthey
met.”
YP2:“Sotheygetoutatdifferenttimes.”
Whilethiscommunityisoftendefinedas
mixed,experiencesofdivisionandhostility
regardingreligionandnationalidentity
weredeepandconstant.
Halletal.(1999:509)notethat“knowing
whereothersarefrommakesitpossible
toplacethem”(theiremphasis).Being
‘placed’asLoyalistorRepublican
createdriskofattackoutsidecommunity
boundaries.Youngpeople,regardlessof
theiracceptanceofculturalidentity,were
clearthattherewereplacestheywould
notvisit.Forexample,youngpeople
livinginasmallProtestantcommunity
associatedwithstrongLoyalismdescribed
feelingimprisoned.Theyidentifiedtheir
communityastheonlysafespace.Ithadno
youthorrecreationfacilitiesandtheydid
notaccessthosenearbybecausetheyfeared
fortheirsafety.Theydidnotusethelocal
footballpitchorsnookerhallbecause:
“…youwouldn’tbelongingettin’an
auldcrutchinthefaceifyouusedit
…ifyouwalkupyourselfthenyou
wouldn’tbeseencomin’backout.”(Co.
Fermanagh,aged13-15)
SegregationandSectarianism
94
Thiswasanillustrationofhowfearof
beingidentifiedas‘theother’limitedthe
opportunitiesavailabletoyoungpeople.It
wasanexperiencesharedbyyoungpeople
livinginRepublican/Nationalistareas,
demonstratingtheconnectionbetween
identityandterritory.Thoselivingin
theLoyalistcommunitydiscussedabove
wereemphaticthattheywouldnotaccept
peoplefromothercultureslivingintheir
community.Acceptancewasgrantedto
“peoplewhomovein,goodpeoplewho
thinklikeyou,areloyallikeyou”.Those
rejectedanddrivenoutbyforcewere“not
partofyourculture”(Co.Fermanagh,
aged16-25).Forsomeyoungpeoplein
Nationalistcommunitiesalso,thoseof“the
otherreligion”wouldnotbewelcome:
YP:“IknowboysthatknowProtestants
loads,butiftheywereseennearthe
Protestantsidethey’dgethit.”
R:“Andwhatabouttheotherway
round?”
YP:“Aye,ifyeseenone[aProtestant]
walkin’abouthereyou’dtakeaswipeat
him.”(Co.Derry,aged16-17)
Clearphysicaldivisionsandsymbolic
markersofownershipmapterritorywhich
isdefendedagainst‘theother’:“Localturf
iscontrolledandformedasasafehaven
formembersofthecommunity”(Kuusisto
2001:59).Thus,culturalidentityremains
‘clean’and‘uncontaminated’,providing
long-standingculturallyreproduced
reasonsforlocaldefensivenessofspace.
Thethreatofattackinonecommunitywas
significantlypronounced.Eveninmore
‘neutralspaces’,suchasthetowncentre,
youngpeoplewereoftenthevictimsof
sectarianabuseorattackandmovedaround
ingroups.Thishadbecomenormalisedas
“thewayitis”:
“Whenyou’reofftheestateyou’re
alwayslookin’wherethetroublemight
comefrom.Alwayslookin’overyour
shoulder…youalwayshavetobein
numbers.NowaywouldIwalkoffthe
estateonmyown.”(Co.Fermanagh,
aged16-21)
Childrenandyoungpeoplewere
susceptibletoattackpartlybecausetowns
aresmall,butalsobecausevisualcues
connecttoculturalidentity.Mostobvious
isschooluniform,andalsofootballshirts,
caps,scarvesandjewellery.Oneyoung
womanfromaRepublican/Nationalist
communityhadexperiencedsectarian
abusethepreviousdaybecausesheworea
Gaelicfootballjersey:
“Iwascalledyesterdaygoin’toamatch
andhadanicepopthrownatthecar,
calledaFenianB.”(Co.Derry,aged1617)
Achildwhohadbeenplayingwith
friendsontheedgeoftheirestatehad
been“chasedbyCatholics…wehadto
runthroughnettlesandall”.Thishad
happened“becauseoneofthem[theboys
inhergroup]waswearin’aRangerstop”
(Co.Antrim,aged10-13).Childrenand
youngpeoplemanagedordisguisedtheir
identitieswhenoutsidetheircommunities,
particularlybyalteringtheirdress.When
attackshappened,however,theresponse
wasusuallyretaliationbyfamily,friendsor
communitymembers-leadingto‘tit-fortat’attacksacrossthereligiousdivide.
Socialnetworkingsiteshaveemergedas
significant,withsectarianismonBeboor
Facebookpagesincreasingthepotentialfor
conflict:
“Youngpeoplewouldhavealways
hadconflictwiththeotherreligion
butthiswasnottothesameextentas
SegregationandSectarianism
95
todaybecauseaccesstoeachotherwas
different.Now,withthelikesofBebo
sites,abuseandconflictisconstant.”
Manyindividualandlocalbandpages
displayovertsectarianism.Whilesuch
sitescanbeclosedandaccessedonlyby
invitedoragreedfriends,manyyoung
peopleleavethemaccessible.Youngpeople
withinonecommunityidentifiedthese
sitesasleadingtoeasyidentification.
Evenonsiteswhichwerenotopenly
sectarian,informationandpictures
providedclearidentifiers(backgroundof
footballclubs,linkstomusicorvideosof
marches,commemorativeevents)aswellas
photographsofyoungpeople:
“Everyoneknowseverybodyinthis
townandyeseeBebo,ifthere’sonewee
sitewhichsaysNorthernIreland,you’re
dead.”(Co.Fermanagh,aged13-15)
Attemptstomoveyoungpeople‘offthe
streets’withintheircommunitiesfailto
recognisethatyoungpeoplefindsafetyin
groups,orthatmovingthembeyondthe
relativesafetyoftheircommunitiesmay
compromisethisandincreasetheriskof
sectarianabuseorattack.
Making sense of sectarianism:
culture and tradition
Youngpeopleinthreecommunitiesraised
theissueofsectarianismandconflict
duringfocusgroupdiscussions.Others,
however,focusedonclashesnotbetween
differentreligiousgroupsbutbetween
membersoftheircommunityandthe
police.Asonegroupnoted:
“Ifthepolicecomeintotheareathere’s
riotsan’all.Boysstartthrowin’stonesat
theBrits.”(Co.Armagh,aged9-15)
Manyoftheyoungpeopleinterviewed
consideredthatsectarianismwasderivedin
religiousdifferences-ahistorical‘fact’that
hadbecomenormalisedaspartofdailylife.
Perceptionsofdifferencehadbeenformed
longbeforetheyhadbeenexposedto‘the
otherreligion’.Whilesectarianviews
arelearntinsubtlewaysthroughsocial
Giventheunambiguoussymbolsof
institutions-family,school,community,
religiousdifferenceinNorthernIreland,
media-thiswasnotobvioustoyoung
mostofthoseinterviewedhadaclear
people.Manyconsideredsectarianismas
understandingoftheiridentityinadivided self-evident-somepeoplewereCatholics,
society.Youngmen,inparticular,protected otherswereProtestants.Theyhaddifferent
themselvesbystayingingroups,being
andmutuallyhostileculturaltraditions.
vigilantand/orpreparedforattack.This
Growingupwiththisnotionofdifference,
extendedtoadoptinga‘hardman’persona, butnotbeingfullyawareofitsorigin,is
preparedtoretaliate.Thisformofidentity
evidentinaProtestantyoungwoman’s
managementwasanopenexpressionand
accountofherfirstmeetingwithCatholics:
assertionofidentity,ratherthanadisguise.
“Like,see,beforeyouevenmeetthem
Whileallwereawareofthepervasiveness
they’realwaysgonnahaveadifferent
ofsectarianism,somewerepersonally
opinionof,like,whatyouare…along
affectedmorethanothers.Forafew,
timeago,beforeImetthem,Iwould
itpervadedeveryaspectoftheirlives.
Clearly,regulationofsitescouldbe
improvedandyoungpeoplebetter
informedaboutthepotentialconsequences
ofleavingtheirpagesopen.Itisunlikely
thatthepossibleconsequencesofthe
informationtheypostonthesesitesisfully
appreciatedorunderstood.
SegregationandSectarianism
96
thinkIwouldhatetheman’allandI
wouldalwaysarguewiththem.But
then,whenyoumeetup,they’rereally
deadonandthen,like,yegettoknow
themandthen,yeknowlike,they’rejust
thesameasye.”(Co.Antrim,aged13)
Notionsofdifferencewereperpetuatedand
exacerbatedbyalackofinter-community
contact.Mostcommunitieswere
relativelyisolated,offeringfewinformal
opportunitiestomeetotherthanthrough
formalcross-communityprogrammesor,
eventually,throughjobsorfurther/higher
education:
“Youngpeoplefromherecangrow
up,gotoschool,socialiseandhavea
familyintheircommunityandnever
knowinglymeetaProtestant.Thisisthe
realityofisolationandpolarisation.”
Socialisolationimpactedonthe
opportunitiesandaspirationsofyoung
peopleaswellastheirattitudesand
feelingstowardsothers.Limitedexposure
tothoseoutsidetheircommunity,and
strongbeliefswithincommunities,
consolidatednegativeattitudesabout‘the
other’thatwerepasseddownthroughthe
generations.Whiletheyexpressedloyalty
to‘theirown’,theyarticulatedmistrustand
hostilitytowards‘theother’.Asnotedby
onecommunityrepresentative,andechoed
byothersacrossdifferentcommunities,
“therearefirst,second,thirdgeneration
attitudesofnottrustingtheothersideyet”.
Manyyoungpeopleandadultsidentified
familiesandcommunitiesastheprimary
influencesontheirownandthe‘other’
religionorculture.Thesewerethe
siteswheresectarianattitudeswere
reproduced.Oneyoungmanstated:“It
comesfromyourfamilybackground,your
wholebehaviourandyourbeliefs”(Co.
Derry,aged15-19).Somealsonotedthe
difficultiesassociatedwithbreakingaway
fromtheattitudesofparentsandolder
membersofthecommunity:
“Like,sectarianism,okit’sbad.Butit’s
liketheparentsaretheworstculpritsof
itbecauseifyoungpeoplewereallowed
todowhattheywanted,itwouldn’tbe
asbadasitis.It’stheolderpeoplethat
aremakin’itsobad,like…whatye
havepasseddown,like,itjuststayswith
yesortathing.”(Co.Tyrone,aged1425)
Youngpeoplediscussedhowconstant
remindersofthepast-throughstories
passeddowninfamiliesandcommunities,
imagesintheformofmuralsand
remembranceevents-fedsectarianismand
perpetuatedconflict:
“Attheendoftheday,we’regoin’by
whatourgranniesandgranddadsare
tellin’us.Andthey’reputtin’itonthe
newsandthey’remakin’filmsabout
it.Andwhatarewesupposedtothink
whentheymakeafilmaboutBloody
Sundayortheymakeafilmaboutthe
bombingsandwhat-not?…Soofcourse
youngone’saregoin’tofightback–
‘Oh,youdidthistomyone’–youknow,
warstoriesyoucouldsayitis.”(Co.
Derry,aged21)
Arepresentativefromanothercommunity
stated:“Youngpeoplenowcan’tescapeit
[theConflict].Theyhadparents,friendsor
grandparentswhowereinvolved,orwho
werekilledorinjured.”
Whileacknowledginghowthesefactors
impactonthesocialisationofchildrenand
youngpeople,itisimportanttoplacethem
incontext.Thesecommunitieswereamong
theworstaffectedbysustainedpolitical
violenceoverthreedecades,andviolence
SegregationandSectarianism
97
persists.Manylivingresidents,including
youngpeople,haddirectexperienceof
relativesandneighboursbeingimprisoned,
injuredorkilled.Theyhadexperienced
discriminationand/ordisruptiontotheir
livesandhadlivedwiththeconstant
threatofviolence.Markingeventsand
memorialisingthepastwasimportant
andtheirintentionwasnottofeed
sectarianism.
Somecommunityrepresentativesdiscussed
thesignificanceof‘warstories’.While
youngpeopleweretoldtheConflicthad
endedandthatsectarianviolencewasno
longeracceptable,therewasafeelingthat
someformercombatantsandpoliticians
“glorifiedthewar”and“romanticised
theideaofstruggle”.Onecommunity
representativecommented:
“Nowitislikeagloriousthingfor
youngpeople.Itisactivelypromotedas
agloriouswar.Thereisastrategyhere
tokeepthisview,ascertainpeoplewant
votes.”
Theconfusionthiscausedforyoungpeople
isillustratedinthefollowingcomment
fromayoungmen’sfocusgroup:
“AllthoseonesthatwereattheBloody
Sunday[commemorativemarch]an’all,
ifyouwereoutriotin’they’realllike,
‘Wiseup,thewar’sover’…Theywent
throughallthewarslike,theyshould
knowhowitfeels.Butyettheystillget
ontousfordoin’it.”(Co.Derry,aged
15-19)
Theseyoungpeoplebelievedtheywere
fightingforreasonssimilartotheirparents
andotheradultswithintheircommunities.
Theywere“stickingupforthemselves”and
defendingtheirculture.
Withinthedifferentcommunities,
concernswereexpressedaboutinfluential
adultswhoperpetuatedandactively
encouragedthismentalityandthe
continuationofviolence.Fear,mistrust,
hostility,inequalitiesandconfusion
remainedwithinthecommunitiesand
susceptibleyoungpeoplewereinfluenced
bythesectarianattitudesofsignificant
adults.Asonecommunityrepresentative
stated:
“Ifwearegoingtosaythatyoung
peopletodayareverysectarianweneed
tothinkaboutwhythatisandwhere
theyhavegottenthosemessagesfrom.
Wegiveittothem,thenblamethem.”
Beliefsaboutpersistentinequalities
informedsectarianresponsesfromsome
youngpeople,particularlyinRepublican/
Nationalistareasregardingthepolice.
DespitestructuralchangestothePSNI,
manysuggestedthatattitudinalchange
amongpoliceofficerswasnotevident:“For
peopleinthisarea,itisstilltheRUCnot
thePSNI”.Negativeexperiencesofthe
policeandsecurityforcesaffecteddailylife
insomecommunitiesandyoungpeople
gaverecentexamplesofdiscriminatory
andintimidatorypolicing.Whileage
discriminationbythepolicewasraised
acrossallgroups,someCatholicsfeltthat
religiousdiscriminationremainedevident
indifferentialpolicing.Theyrecalled
instanceswhen,followingriotsbetween
youngpeoplefrombothculturaltraditions,
onlyCatholicyoungpeoplehadbeen
arrested.Theygaveanexampleofthe
policefailingtointervenewhenaCatholic
youngpersonwasbeingbeatenbyagroup
ofProtestants.Thefeelingamongyoung
peoplelivinginCatholiccommunitieswas
thatthepoliceofferedconcessionsand
protectiontotheProtestantcommunity:
“thecops…takesides”and“Protestants
SegregationandSectarianism
98
getalltheprotectiontheywant,andwe
getnothing.”(Co.Derry,aged16-17and
15-19).RegardingProtestantmarches,
twogroupsstatedthattheseshouldbe
bannedfrompassingclosebyCatholic
communitiesasthemarcherswere
provocative:“theyeggyeon,shoutin’stuff
atye”.
Likewise,youngpeopleinLoyalist/
Unionistcommunitiesconsideredthat
Catholicsweregivenpreferentialtreatment
bythepolice.Inonecommunity,they
hadremovedflagsbutwereangryand
resentfulthattheCatholiccommunityhad
retainedtheirflags.Thiswasconsidered
“favourin’andbias”,resultingin“hatred
forthepolice”.Itwas“anotherexample”
illustratinghow“Catholicsgeteverything”
(Co.Fermanagh,aged13-16).Theyoung
peoplefelt“embarrassedandstupid”,that
theyhadbeenduped,andresolvednot
toenterfuturenegotiationsaboutflags
ormurals.Thissituationhadsolidified
theirviewofinequalityandfavouritism
towardsCatholics.Theirconcernswere
notrestrictedtomistrustingthepoliceor
defendingsymbolicexpressionsofculture.
Theyfeltthatthe‘new’politicalsituationin
NorthernIrelandhadbenefitedCatholics
tothedetrimentofProtestants:
“Catholicsgeteverything.Everything
thatgoesupisinaCatholicareaand
wedon’tgetnothin’.It’snotliketheybe
goodtobetreatedtoit,allthesprayin’,
alltheburntoutcarsthereusedtobe.”
(Co.Fermanagh,13-16)
Identifyingsectarianismasthemost
significantelementofgrowingup,
groupsinthiscommunitysuggestedthat
thecurrentsituationcoulddeteriorate.
Resentment,towardstheCatholic
communityanditsperceivedprivileged
position,consolidatedsectarianism.
Occasionallyitresultedinviolence.
Riotingandsectarianclashesasserted
identitywhilesymbolisingresistance
towardsperceivedinequalities.Rioting
wasnot‘recreational’-itwasconsidered
byProtestantyoungpeopletohaveafirm
politicalbasis,aviewsharedbyCatholic
youngpeople:
“Ifyou’reoutthereriotin’andyou’renot
Republicanandallthishere,you’dhave
tothink,‘What’sthepoint?’Soinaway
yehavetobekindastandin’upforit
…we’refightin’forouridentity.”(Co.
Derry,aged15-19)
Sectarianattitudesandviolencewere
closelylinkedtoculturalidentity.While
manyofthechildrenandyoungpeople
interviewedstatedthattheirculturewas
notimportant,othersbelieveditwasof
paramountimportance:
“Everybodyneedsculture,everybody
needssomethin’tobelievein…”(Co.
Derry,aged16-17)
“Protestant-it’severything,moreor
lesseverything-thewayyou’vebeen
broughtup,everythingyoubelievein.”
(Co.Fermanagh,aged16-21)
Therewasminimal,informed
understandingabout‘theotherculture’.All
Protestantswereportrayedasidentifying
withBritain/Unionism/Loyalism.All
Catholicswereportrayedasidentifying
withIreland/Nationalism/Republicanism.
Fightingtoretainculturalidentitywas
aboutfightingtodefeat‘theother’:
“We’renothavingaunitedIreland.I’d
bethefirstaway.Butthat’stheway
it’sgoin’andwehavetofightforour
culture.IftheCatholicstookoverwhat
wouldyouhave?Wouldyouwantto
SegregationandSectarianism
99
liveinIreland?We’dloseeverything.
Everythingwe’vefoughtfor.”(Co.
Fermanagh,16-21)
culturalidentity,compoundingasenseof
insecurityalongsideincreasedresentment
towards‘theotherside’.
YP1:“We’refightin’forouridentity.
It’sliketheywantLondonderryandwe
wantDerry.”
YP2:“It’sDerrynotLondonderry.
London’sgotitsownplaceandDerry’s
gotitsownplace…There’snoLondon
inDerry.”
YP3:“Ifthere’sanypeopleinDerry
wanttosupporttheQueenan’all,they
canfuckoffbacktoEngland.”(Co.
Derry,aged15-19)
Giventhatyoungpeopleinterviewed
consideredtheirculturalpositionsas
exclusiveandhostile,therewasno
indicationofreconcilingtheirdifferences:
Theseviewsfocusontheconstitutional
issueandtheownershipofspace.They
aretwomutuallyexclusivepositionsand
cannotexisttogether.Whileneitheris
fullyachieved,someyoungpeoplefelttheir
communitieshad“foughtfornothing”.
Movementstowardsequality,equal
representation,power-sharing,andthe
de-politicisationofsharedspacethrough
theremovalofsectariansymbols,were
identifiedasconcessionstoonecommunity
andpunishmentstotheother.Young
Protestantsconsideredmarches,flags
andbonfirestobesignificantexpressions
oftheirculture.Theircurtailmentwas
believedtobeaconcertedattemptto
weakentheirculture:“They’retrying
toripawayourculture”.Theirelected
representatives,whopreviouslyhadrefused
tositwithSinnFéinornegotiatewith
theIrishGovernment,werenowworking
withthem.Theybelievedthatthrough
politicalconcessionstheirculturewasbeing
“strippedaway”whiletheIrishculturewas
flourishing.Thisledtosuspicionandfear.
Acommunityrepresentativecommented:
“Youngpeoplearegrowinguptosee
whathasbeentakenawayfromthem”.
Therewasaprofoundfeelingthat‘reverse
discrimination’wouldchallengetheir
“We’dshowsomerespecttothe
Catholiccultureiftheyshoweditto
us.Buttheyjustwantridofus,just
wantaunitedIreland–noway.”(Co.
Fermanagh,aged16-21)
Changing attitudes?
Cross-community and
community relations work
Growingupandmixing“withyourown”
wasthemainreasonwhy“themindset
[inNorthernIreland]hasnotchanged”.
Communityrepresentativesrepeatedly
usedthephrases“inheritedattitudes”and
“learnedbehaviour”asconsequencesof
isolationandsegregation.Manydiscussed
thesignificanceofcross-communityand
communityrelationsprogrammesas
centraltochange,butchildrenandyoung
people’sexperiencesoftheirparticipation
oftendidnotreflectthisoptimism.
Notallchildrenandyoungpeople
intervieweddisplayedsectarianattitudes.
Somehadfriendsfromthe‘other’cultural
traditionandothershadparticipatedin
cross-communityprojects.Regularcrosscommunityinteraction,however,wasrare
andlimited.Viewswereoftenill-informed,
withnoclearunderstandingof‘difference’.
Sportseventsenabledsomeinteraction,but
thisdidnotextendtobreakingthebarriers
ofexclusivity.Sometimescross-community
eventsheightenedexperiencesofdifference:
“BoxingismainlyaCatholicsport.I
waspickedfortheteamsoyoumeet
SegregationandSectarianism
100
differentpeople,themwhocometo
box.I’vebeento[Catholicboxingclub],
buttheywouldn’tcometoours.”(Co.
Antrim,aged18-20)
“LastSeptemberthereIwasplayin’
intheunder-16NorthernIreland
International[soccer]team.Andthere
wasanunder-19team,andasenior
team,andanOAPteam.AndIwasthe
onlyCatholicinallfourteams.”(Co.
Derry,aged16-17)
Manychildrenandyoungpeoplehad
someexperienceofcross-community
projects,oftenthroughschools,and/or
communityrelationsprogrammesviayouth
work.Fewcouldrecalllearningabout‘the
otherculture’withinschoolotherthan
inReligiousEducation,wherethefocus
wasexclusivelyonChristianreligions.
Discussionaboutcross-communityprojects
revealedthat,whiletheyprovidedlimited
opportunitiestomeetchildrenandyoung
peoplefrom“theotherreligion”and
discover“someofthemareok”,these
projectscouldalsoreinforcenegative
attitudesandstrengthentheviewthat
“nothingwilleverchange”.Youngpeople
andcommunityrepresentativesreported
instancesof‘theotherside’notturningup
tomeetings,orprojectsbeingdisbanded
duetoirreconcilabledifferences.Ayoung
leaderexplainedthedemiseofoneproject:
“Wedidcross-communityworkandthe
children,andeventheleaders,wouldn’t
interactandwouldbeoffensive.”(Co.
Derry,aged19)
Whilechildrenandyoungpeoplewere
oftencriticalofcross-communityprojects,
thisrelatedparticularlytotrips,activitybasedinitiatives,andspecificevents
whichhadgenerallybeendeveloped
withminimalpreparatorywork,required
littlesocialinteractionandhadnotledto
mechanismsformaintaininglonger-term
contact.Occasionallytherewasconflict
duringtheseactivities.Accordingtothose
interviewed,suchprojectshadlimited
impactinbuildinglinksorgoodrelations
with‘theothercommunity’.Atypical
responsewas:
“Iwentona[cross-communityproject]
andlikethere’snotalkin’ornothin’
goin’onlike.It’sjustCatholicboysand
Protestantboysplayin’football.”(Co.
Tyrone,aged16-25)
Youngmenintwoothercommunities
describedsimilarexperiencesandhow
fightinghadbrokenoutduringcrosscommunityfootballevents.Involvement
insuchprojectshadlittleimpactontheir
attitudesabout,andopinionsof,‘theother
community’:
YP8:“Buttherearesomedeadon
Catholics.”
YP1:“Ohaye,thereislike.”
YP5:“Butthere’snotalotlike.”(Co.
Fermanagh,aged13-15)
Thosewhohadbeeninvolvedincrosscommunitytripscommentedthattherehad
beenno“mixing”andnoopportunitiesto
learnabouteachother’scultures:
“Ifyewentanywhereyesatbesideyour
ownfriends.”(Co.Tyrone,aged16-25)
“Theytakeyeonaweetrip,justtomake
sureyougetonok,butwedidn’tlearn
anythingaboutdifferentcultures.”(Co.
Antrim,aged19-20)
Afterone-offeventsorshort-termprojects
therewasnodiscerniblechangein
communities.Somewhohadparticipated
incross-communityprojectswerecriticised
bytheirfriendsandtherewasnofollowupworktochallengenegativeattitudes.
SegregationandSectarianism
101
Norwerethereopportunitiestolearn
aboutculturaldifferencesandsimilarities.
Anothergroupofyoungmenwhohadalso
beeninvolvedincross-communityfootball
stated:
“Aye,they’llmeetandthey’llchatand
thenextweekend,then,they’lljust
befightin’again.It’snevergoin’tobe
resolved.”(Co.Derry,aged15-19)
“Wedon’tdocross-communitytrips.It
wouldbeclasstodocross-community
trips.”(Co.Armagh,aged9-15)
Whereitdidexist,cross-community
provisionwaspiecemealandyoungpeople
criticisedunfairselectioncriteriabased
onperceptionsabout‘respectability’:
“Peopleputtin’theirnamedownhavean
acceptanceofeachotheralready,sothere’s
notgonnabeanyhardladsorthat”(Co.
Tyrone,aged16-25).Someconsidered
thatschool-basedcross-communitywork
waslimitedtoone-offevents,separateto
thecurriculum,andfailedtochallengeor
informnegativeattitudes.
Consequently,theybelievedthatcrosscommunityprojectswerea“wasteoftime”
andthatcommunitydifferenceswere,and
willremain,irreconcilable.Asmall,but
significant,numberofchildrenandyoung
peoplehadexperiencedsectarianabuseand
violencewhileinvolvedincross-community Morepositively,afewyoungpeople
projects,whichobviouslychallengedtheir
hadexperiencedcommunityrelations
commitmenttothistypeofactivity:
programmesthroughyouthprovision.
Thefocusintheseprogrammeswasto
R:“Soyouallthinkcross-community
learnabout‘theotherculture’,challenging
workisagoodidea?”
negativeattitudesandstereotypesinasafe
YP1:“Idon’t!Idisagreewithit.Thisis
environment.Cross-communityevents
whyIdisagree.Wewereonthebusand
andmeetingscontinuedbeyondinitial
theychuckedstuffatusandonehitme
groundwork.Communityrelationswork
upthefacewithaball.Itwasaboy-so
wascentraltotheseprogrammesandthe
hechuckeditatmeandithitmeupthe
experienceofinvolvementinthemwas
face.JustbecausewewereProtestants.
differentfromschool-basedevents:
SoIwentdownandIgrabbedtheball
andIsmasheditoverhim.”
“Therewasmorefocusonreligionand
YP2:“Oneyeargroupalwayswenton
culture,whereyoulookedatwhateach
atrip,like,everymonthorsowitha
reflects.Stuffaroundsymbolsandflags
differentschool…thepeopleinthe
andthat.Someonesdidlikeabigwall
differentschoolwere,like,callin’people
muralwithflagsandalldifferentthings
atourschool,like,namesand,like,
theyreflect.Itwasgood.”(Co.Antrim,
madepeopleinourclasscryan’all.
aged19-20)
Theydidn’ttelltheteacheruntilthey
Theseprogrammes,however,werenot
gotoffthebusandwewerecomin’
withoutdifficulties.Onecross-border
home.Andthentheyusedtolikethrow
programmeentailedworkingwitheach
stuffatusan’all.”(Co.Antrim,aged
communityseparatelyaroundissuesof
10-13)
cultureandidentity,beforebringingthem
Others,however,criticisedthelackof
togetherforactivitiesandsports.Atrip
cross-communityprojectsandwerekeento wasarrangedforthefullgrouptovisita
participate:
Europeancity.Closetothetime,“dueto
SegregationandSectarianism
102
peerpressure,anumberoftheyoungmen
droppedout”.Thetripwentaheadandit
wasreportedthatthegroup“bondedwhen
takenoutoftheatmosphereandinfluences
aroundthem”.Yet,“whentheycameback,
theywentbackintotheirownterritory”
and“fightingbetweenbothsidesofthe
communitycontinued”.
Cross-communityworkoperatesina
climateofdiscordanddissent,withyoung
peopledividedineveryaspectoftheir
lives.Outsidethedefininginfluencesof
theirenvironmentthereispotentialfor
positiveinteraction,butthisisdifficultto
sustain.AsMcGrellis(2004:22)notes:
“youngpeople[inNorthernIreland]are
themselvesawarethattheinfluenceof
theircommunityisstrongerthanwhatcan
oftenamounttonomorethanashort-lived
contactexperience”.Thecross-community
youthforumanddrop-incentrediscussed
earlierdemonstratedthatyouthprovision,
withoutthe‘cross-community’label,
wasthepriority.Youngpeople‘dropped
in’becausethisyouth-centredprovision
mettheirneeds,notbecauseitwas
cross-communityprovision.Locatedin
‘neutralspace’,itwasaplacewhereyoung
peopleinabitterlydividedtownmet
andinteractedontheirterms–asyoung
people,notasCatholicsorProtestants.
Whilethestartingpointformanycrosscommunityprojectswasdifference,this
cross-communityyouthprovisionfocused
onthecommonexperiencesofyoung people,
regardlessoftheirculturaltradition.
The fragility of ‘peace’
Fewcommunityrepresentativesbelieved
therewas‘peace’intheircommunities,
orthattheConflicthadended.This
wasechoedinyoungpeople’saccounts,
particularlywhendiscussingentrenched
sectarianattitudesandcontinuing
streetclashes.Youngpeoplefromall
communitiesexpressedangertowards
politicianswhoproclaimedpeacebut
knewlittleabouttherealityoftheir
communities:
“…sometimesI’dbesittin’watchin’the
TVandI’dbestandin’upgoin’,‘You
see,youbastards,youdon’tevenknow
whatit’slikelivin’onthestreets.Youse
arealljustsittin’inyourweeoffices,all
justconductin’allthisshite.Liveonthe
streets,knowwhatit’slikebeforeyesay
allthisstuff.’Theydon’tknownothin’
…surethey’restilldoin’paramilitary
beatings…They’restilldoin’it,they’re
nevergoin’tostop.”(Co.Derry,aged
21:heremphasis)
Regardingeliminationofsectarianism,
thesituationwasconsideredbleak.While
therewasdisagreementwithingroups,
thegeneralviewwasthattherewerefew
signsthattheConflicthadendedbecause
therewasnot“anacceptanceofeachother”
(Co.Tyrone,aged14-25).Somefeltthis
mightchangethroughinitiativessuchas
integratededucation,youthprovisionand
positivecommunityrelationswork.Others
remainedunconvinced:
“There’snotahopebecausenobody’s
goin’tochangetheirviewsonwhatthey
think.”(Co.Derry,aged16-17)
Thisreflectedtheentrenchmentof
sectarianattitudes,themaintenanceof
divisionsandprevalentmessagesabout
‘theothercommunity’.Itwasthereason
forasharedbeliefthat“nothin’isgoin’to
change”:
“It’sjustageneraldislikeforeachother
…evenifyoutrytochangeit,it’ll
alwaysbepasseddowntotheyoung
people.”(Co.Derry,aged15-19)
SegregationandSectarianism
103
Itwasalsocloselyconnectedtofears
aboutonesidegainingadvantageoverthe
other;ofgivingthe‘othercommunity’an
opportunitytoasserttheircultureand
beliefs.Accordingtoonegroup,thisfear
exposedthefragilityofthepeaceprocess:
“Sectarianismisthemajorissue.It
willalwaysbethere,nevergoaway
…Someofwhatyouseenowisonly
thebeginning.Catholicsdownhere
geteverythingandthat’snotright…
Theysaytheconflict’sover.It’snotand
it’dbebacktomorrow,fullon.”(Co.
Fermanagh,aged16-21)
A common ‘other’
Alongsideexistingdivisionswithin
andbetweencommunitiesinNorthern
Ireland,anew‘other’hasemerged.The
recentarrivalofforeignnationalshas
hadasignificantimpactonpopulation
distribution.Childrenandyoungpeople
raisedthisissueinfourcommunities,
asdidcommunityrepresentativesinall
areas.Whendiscussingthenegative
aspectsofcommunitylifeandwhowas
perceivedasan‘insider’or‘outsider’
(particularlyregardingcultureandrights)
acommon‘other’emerged.Childrenand
youngpeopleacrossthereligiousdivide
wereunitedinnegativeviewsabout,and
attitudestowards,foreignnationals.A
communityrepresentativestated:“The
tableshaveturnedfromitbeingabout
clasheswiththeotherreligiontoclashes
withethnicminorities”.Theimplicitand
explicitracismexpressed,however,was
connectedtoexistingsectariandivisions,
historicalfearandmistrust.
Thegroupsmostoftenidentifiedby
childrenandyoungpeoplewerePolishand
Lithuanianforeignnationals,extending
toarangeofothersincludingChinese,
Japaneseorjustsimply“foreigners”.
Childrentalkedof“foreigners”,depicting
differenceas“usandthem”.Acommon
misconceptionconcernedthevolumeof
foreignnationalsinNorthernIreland,the
localtownorneighbourhood.Oneyoung
manclaimedthat,inhiscommunity,there
were“noNorthernIrishpeople”.Another
stated:“Ireland,youshouldrenameit
Poland’cosit’sallPolishinIreland”(Co.
Derry,aged15-19).Animageofforeign
nationalsand‘alien’cultures‘invading’or
‘takingover’wascommonplaceandnot
confinedtochildrenandyoungpeople.
Foreignnationalswereportrayedas
dangerous,threateningcommunitysafety.
Thisledtofearandsuspicion,justified
onthebasisthat“theytalkdifferent
languages”.Consistentwithother
circumstancesinwhichchildrenhaveno
directexperienceofaparticulargroupor
situation,culturalmythsandstereotypes
wererecountedasfact,andexceptional
incidentswereusedtodefineanentire
ethnicgroup,instillingfearandcontempt:
“Iwantalltheforeignpeopletogetout
becausetheykillpeople–onetimein
[thiscommunity]theykilledsomeone.
Theybrokeintotheircarandthey
buriedthebodyunderthebackseat.”
(Co.Antrim,aged9-11)
Suchstoriesspreadquicklythroughout
communities,establishingacaricatureof
theunknown,unwelcomeanddangerous
‘other’.Manyblamedincreasesincrime,
particularlyviolentcrimeanddrugsin
theirtownsandneighbourhoods,on
“outsidersmovin’in”.
Jobs,welfareandhousingwerealsoissues.
Yetamongchildrenandyoungpeople
therewaslessagreement.Whilesome
statedbluntly:“theytakeourjobs”(Co.
SegregationandSectarianism
104
Derry,aged12-15),or:“they’regivin’the
Lithuaniansbenefitsandeverythin’and
givin’themlotsofjobs”(Co.Armagh,aged
12-21),otherscommentedthatforeign
nationalsdidpoorlypaidjobswhichlocal
peoplehadrefused.Somedrewparallels
withIrishemigrants,whohistorically
hadbeenviewedandtreatedasforeign
nationals.Foryoungpeople,theissue
focusedonlackofavailablejobsforthem
intheircommunitiesandtheprevalence
ofalowwageeconomy.Theavailabilityof
foreignnationals,someargued,allowed
employerstopaylowwagesastheycould
filljobswithoutreviewingratesofpay.
Thus,youngpeopleweresqueezedoutof
analreadyshrinkinglabourmarket:
consideredtheywouldbeforcedtoleave
theircommunitiesduetoinadequate,social
housing.Yettheywitnessed“outsiders”
arriving,whohadnoattachmenttothe
communityandnosharedhistoryor
culture.Therewasabeliefthatforeign
nationalsreceivedpreferentialtreatment
andtoraisetheissuewouldbring
accusationsofracism.
WithintheRepublican/Nationalist
communities,somechildrenandyoung
peoplestatedthatthepoliceexcused
foreignnationals’‘criminal’or‘anti-social’
behaviour.IntheLoyalist/Unionists
communitiesitwasconsideredunfair
thatforeignnationalscouldexpresstheir
cultureopenlywhentheythemselves
“They’retakin’ourjobs.It’shardenough experiencedrestrictions.Thisreinforcedthe
togetajobwithoutthemhere.There
beliefthattheirculturewasbeingeroded
aretoomanyofthem.”(Co.Fermanagh, asaconsequenceofpoliticalchange.Such
aged16-21)
perceptionsledtoresentmentamongsome
youngpeopleanddeepeninglevelsof
Othersbelievedthat“localsshouldcome
racism.Onegroupstated:
first”(Co.Armagh,aged12-21).They
statedthatthiswasaneconomicissueand
“You’renotallowedtoexpressyour
wasnotaboutracism:
culture.Well,seethosebagheads,
youknowthoseblackpeople,they’re
R:“Wheredoyoudrawtheline
allowedtohavethosethings[turbans].”
betweenfeelingpissedoffandangry
(Co.Fermanagh,aged13-15)
[aboutforeignnationalsgettingjobs]
andracism?”
Communityrepresentativesconsidered
YP1:“Ohno,we’renotracist.It’sjust
foreignnationalstobeisolated:“Theylive
they’recomin’overhereandstealin’
inthecommunitybutarenotpartofit.
thejobsandworkin’forless.Soallthe
Itisdifficultcomingintoanareawhenit
youngpeoplenowlookin’forjobsaren’t isclose-knit”.Manychildrenandyoung
goin’togetone.”
peopleintervieweddidnotwantforeign
YP2:“It’snotracist,it’saboutmoney.
nationalslivingintheircommunities.
They’llworkfor£2.00anhourandwe’ll Onegroupsuggested,“Weshouldbuild
workfor£4.50.”(Co.Derry,aged15-19) aLithuaniantownsotheystopcomin’
here,aseparatetown”(Co.Armagh,
Theseviewsreflectedfearamongagroup
aged12-21).Thus,the‘naturalorder’of
alreadydisadvantagedinthelabourmarket
dividedspaceshouldbeextendedto‘new
duetopoorqualifications,skillsand
groups’.Thisillustratesthedeeprootsof
opportunities.Thefuturesofyoungpeople
exclusiveidentityregardingspace,offered
interviewedwereuncertainandsome
asaresponsetofearsabout‘theother’.
SegregationandSectarianism
105
Territorialityandownershipofspacewas
pushedbeyondthereligiousdivide.Some
commentedthatanyonefromadifferent
culturewouldbeunwelcome,susceptible
toattackand“wouldn’tbelongofstayin’”
(Co.Fermanagh,aged13-15).Thiswas
reinforcedininterviewswithcommunity
representativeswhonotedthetargetingof
foreignnationals,andtheirexilingfrom
localcommunities.
Loyalist/Unionistcommunitieswere
concernedaboutPolishimmigrantsand
thisreflectedtheirreligion:“Attheendof
thedaytheyareRomanCatholics”(Co.
Fermanagh,aged13-15).Therewasa
senseofdoubleinequality:notonlywere
foreignnationalsperceivedaslimiting
jobopportunitiesbut,asCatholics,‘one
side’wasgainingprivilege.Acommunity
representativeexplained:
“Employmentis50-50nowbetween
CatholicsandProtestantsbutwithmany
PolishpeoplebeingCatholicitappears
morethan50%now.Itseemsunequal,
thebalanceisgoing.”
Thiscommentalsoshowshowthe
viewsofchildrenandyoungpeopleare
influencedandshapedwithincommunities
byadults.‘Tippingthebalance’oflongstandingstructuralandculturaldivisions
exacerbatedfearsaboutthepotential
dilutionofculturalidentitywithin
communities.Thosegroupsmostovertly
committedtotheirculturalidentitywere
mostresistanttotheculturalidentityof
others.Whendiscussingthevictimisation
ofminorityethnicfamilies,acommunity
representativestatedthatpeoplewantedto
“keep[thiscommunity]theplacetobe,the
Loyalistplacetobe”.
Key Issues
- Children and young people from all six
communities considered sectarianism to be a
significant issue affecting their lives.
- Children and young people were ‘ badged’
by the places they occupied; often feeling
‘imprisoned’ within their communities.
- Fear of being identified as ‘the other’ limited
opportunities (freedom of movement,
opportunities for play and leisure, social
relations) and impacted on children’s/ young
people’s feelings of safety.
- Perceptions about ‘the other community’
were formed long before children and young
people met someone of ‘the other religion’.
- Limited exposure to those outside their
community, and strong sectarian beliefs
within communities, consolidated negative
attitudes about ‘the other community’.
- Rioting and sectarian clashes symbolised
a means of asserting cultural identity and
were described as responses to perceived
inequalities.
- ‘Concessions’ to one community were viewed
as ‘punishments’ to the other. This created a
sense of unfairness, insecurity and increased
resentment towards ‘the other community’.
- Children and young people were critical of
cross-community projects based on minimal
social interaction and no long-term plans
for maintaining contact. Projects with
a starting point of commonality, rather
than difference, were better received and
involvement in such projects was felt to have
been beneficial.
- Children and young people across the
religious divide shared negative views
towards foreign nationals.
- Territorialism, uncertainty and insecurity
at a time of transition for established
populations exacerbated the difficulties faced
by foreign nationals residing in small closeknit communities.
CHAPTER 9
VIOLENCE IN THE CONTEXT OF CONFLICT AND
MARGINALISATION
The legacy of violence
Asdiscussedpreviously,fewofthose
interviewedfortheresearchconsidered
thatNorthernIrelandhadachieved‘peace’.
Theiraccountsdescribedcommunities
neitheratwarnorinpeace-placesof
uncertaintyandunease.Althoughsome
consideredthatcommunitieswerein
transitiontowards‘peace’,othersbelievedit
tobeanunattainablegoalwhilesectarian
divisionsandviolenceremainedpowerful
illustrationsofthelegacyoftheConflict.
‘Transition’isnotanunproblematicconcept
asitimpliesadefinitive,albeitcomplex,
movefromaconflictedtoapeaceful
society.Afurther,keyissueisthatthe
emphasisonpeacehasdisguisedthethreat,
legacyandongoingrealityofviolence.Asa
youngpersonstated,themessageofpeace
actsasaformofsocialcontrolwhilenot
deliveringchange:
“There’llneverbepeace,they’rejust
sayin’that.They’resayin’thattomake
everybodyfeelsafeandhappytogo
abouttheirbusiness.Buteverybody
inthebackoftheirbrainknowsthat
there’llneverbepeaceinNorthern
Ireland. Never.”(Co.Derry,aged21)
Manyofthoseinterviewed,particularly
thoseagedover16,hadbeenexposedto
politicalviolence.Whilelevelsofviolence
haddiminished,manyyoungpeople
hadexperiencedorwitnessedsectarian
fightsandconfrontations,riotingwith
thepoliceandparamilitary-stylethreats,
beatingsorshootings.Mostunderstood
howtheircommunityhadbeenaffected
by,andinvolvedin,politicalviolence.
Thepreviouschapterconsideredhow
segregationmaintaineddivisionsbetween
communities,ensuringgenerational
transmissionofsectarianismandviolent
conflict.Inthis,theimpactsandlegacyof
politicalviolenceisparticularlysignificant.
Paramilitarism: past and present
Illustratingthecontinuationof
paramilitaryviolence,andthepersistent
threattotherighttolife,113casualties
wererecordedasaresultofparamilitarystyleattacksandfivepeoplewerekilled
asaconsequenceofthesecuritysituation
duringthecourseofthisresearch
(PSNI2009).Someofthecommunities
involvedintheresearchfeatureinthese
statistics,contributingtoexperiences
ofdeath,injury,fearandintimidation.
Communityrepresentativesandyoung
peoplereportedincreasinglevelsofthreat
fromdissidentgroups.Youngpeople
inoneoftheRepublican/Nationalist
communitieshadbeenrecenttargets
ofdissidentRepublicans.Inoneofthe
Loyalist/Unionistcommunities,awell
establishedCatholicfamilyhadrecently
beenintimidatedoutoftheirhome.Within
anotherLoyalist/Unionistcommunity,
resentmentandtensionregardingwhatwas
consideredtobeapolitical“sell-out”were
high.Acommunityrepresentativestated
thattheparamilitaries“couldstartup[the
Conflict]againtomorrow”;therewere
“elementsofLoyalistparamilitariesinthe
areawhocandosomethingaboutit”and
“theywillgetalotofsupport”.
Adultcommunityrepresentativesinall
communitiesinvolvedintheresearch
raisedtheissueofthecontinuedpresence,
oractivity,ofparamilitaries.Whilesome
reportedcontinuinglow-levelrecruitment
ofyoungpeople,othersconsideredthatthis
centredonyouthwingsofbothLoyalist
anddissidentRepublicanparamilitary
groups.Manyyoungpeoplereportedan
underlyingfearinwhattheyportrayed
asinsularandclosedcommunities.The
ViolenceintheContextofConflictandMarginalisation
107
quietknowledge,orsilentpresence,of
paramilitariesinformedacommonbelief
thatviolenceremainedarealthreat.
Representativesinonecommunity
statedtherewas“nofreedomofspeech”.
Thoseinanothercommented:“certain
individualscontrolcertainareas”.Inathird
communitytherepresentativesagreedthat
paramilitarieswere“stillarealthreat”.
Childrenandyoungpeopleinfour
communitiesdiscussedparamilitaries.They
wereawareofpastandcurrentparamilitary
activities,expressingtheirsupportor
rejection,andofthecontinuedrecruitment
ofyoungpeople.Somehadrecentdirect
contactwithparamilitaryordissident
groups.Oneyoungwomanstatedthatall
herfriendshadbeensummonedtodiscuss
theirbehaviour:
“Wewouldahadameetin’withthem
anditwouldabeenmaybefourofthem
andonlyyousittin’thereandlike‘Jesus,
I’mgonnagetkillednow’…wewere
threatened.”
Atthetimeofdatacollection,warnings
hadbeenpostedthroughoutone
communityaboutyoungpeople’sbehaviour
-particularlyregardingdrugs.Included
inthewarning,thenameofanindividual
whohadbeen‘putout’orexiledfromthe
communityhadbeenscoredoffthelist.
Thisdirectthreattoyoungpeopleimpacted
onthewholecommunity.A13yearold
boystatedhewantedparamilitariesout
ofhiscommunity:“Everybody’sscared”.
Othersconsideredtheyweretargets
solelybecauseofadversepublicityabout
‘anti-social’behaviour.Recentexamples
ofyoungpeoplesufferingpunishments
withoutwarningincluded:
“[Name]wasshottherelastweek
outsidehisfrontdoor.[Anothername]
wasshotinthelegandtoldtogetout.”
Ayoungwomangaveapersonalaccount
ofthefailureofpunishmentstostopantisocialbehaviourbysomeyoungpeople:
“[Myboyfriend]wasdonetwiceby
theRA…hewasleftinhospitalwith
brokenhips,brokenlegsandhestill
wentoutanddidit[again]andthen
theycomeandsays,‘Rightifyoudo
itagainwe’regoin’toshootyeinthe
head’.Andhestillwentanddidit.”
Amongthecommunityrepresentatives
andyoungpeopleinterviewedtherewasan
overwhelmingrejectionof‘paramilitaries’.
Distinctionsweredrawnbetweenpast
andcurrentparamilitaries,withthelatter
describedas“wannabees”,“clingerson”,
“hardmen”,“alphamales”,“athugelement”
and“vigilantes”.Theywereconsideredto
bemenwhousedviolenceandthename
ofparamilitarismforpersonalgain,rather
thanpoliticalprinciple:
“Thepoliticiansareonlyinterested
inthemoney,likesomeofthe
paramilitaries.Theycaredaboutthe
countrythen,butnotnow.It’sabout
money.”
Communityrepresentativessuggested
thatthese‘newparamilitaries’hadlittle
connectionwithpoliticsor‘thestruggle’,
judgingthemas‘criminals’whousethe
paramilitarybadgetoaccesspowerand
statusandtoinstilfear:
“It’sallaboutmoneynow.Theycall
themselvesparamilitaries,butit’sall
aboutmoney.”
“…[they]werealwaysontheperiphery
andaretryingtogetanamefor
themselvessecondtimeround.”
ViolenceintheContextofConflictandMarginalisation
108
Communityrepresentativesandyoung
peoplewereconcernedthatthese
individualshadpersuadedyoungpeople
toadopttheiragenda.Theyconsidered
thatyoungpeoplewereheavilypoliticised
throughinterpretationsofthepast,
glorificationofviolenceanddiscussions
abouthowpoliticianshad‘soldout’.Young
peopleinonecommunitywereacutely
awareofthisinfluence:
“Someorganisationswouldstilltryto
bringthem[childrenandyoungpeople]
intodostuff,likegeteightyearoldsto
riot.”
Othersfeltstronglythatsuchindividuals
hadconsiderableinfluenceover
youngpeople,inflamingandinciting
sectarianism:
YP1:“Sectarianismnowismostlyall
todowithparamilitaries.Likehere
youhavetheRAandtheywouldbe
encouragingyoutobeRepublicanand
torowwiththeUDA,an’allthatthere.
Andthenthat’showriotsandallthat
theresectarianstuffstarts.”
R:“DoyouthinktheRAisstillactive
aroundyou?”
YP2:“They’vestillgotastrongholdon
youngpeople.”
YP1:“Butyouseeweeyoungones
runnin’aboutaswell,‘UptheRA’and
allthisshite.Andtheydon’tevenknow
whatthey’rechattin’about,butit’sjust
they’reencouragedtodoit.”
Therewasconsiderableresentment
aboutthosereferredtoas“armchair
paramilitaries”whopoliticisedyoung
people,steeredthemtowardsviolence
andthenstoodbackfreefromdirect
responsibility:
“ThereareasmallnumberofLoyalist
paramilitarieswhowouldsendyoung
peopleouttodothingsbutdolittle
themselves.”
“Thisgroupofdissidentsarepoliticising
youngpeopleonthestreetsbygoingout
andtalkingtothem.Theyaretaking
whatwasacontentionbetweenthe
communityandthepoliceandusingit
toinciteviolenceamongyoungpeople-
passingonandglorifyingthestoriesof
thepast.”
Whenyoungpeoplewerepoliticisedand
‘recruited’,theybecamethe‘newrecruiters’,
exertingcontrolandinfluenceonyounger
children.Thechildrenadmiredtheirolder
peers,whohadstatus.Thecontinuing
recruitmentofchildrenandyoungpeople
intoviolentsectarianism,oftenintheguise
ofcelebratingculturaltradition,isacrucial
issueforcommunitiesworkingtowards
transitionfromConflict.Community
representativesstatedthattherehad
beennopoliticalacknowledgementof
theseongoingproblemsfacedbytheir
communities.Havingdetailedthenature
andextentoftheseproblemsinhis
community,acommunityrepresentative
concluded:“Thisiswhathappensatthe
locallevel…youneverhearaboutitunless
youareinthecommunity”.Indiscussing
whychildrenandyoungpeoplebecome
involved,severalcommunityrepresentatives
consideredthatparamilitaries“preyed”
ontheyoung,“feeding”theirfears
andemphasisingtheirvulnerability.
Insituationswhereyoungpeople’srole
andidentitywereuncertain,theywere
considered“easytodraginandgiveafocus
intheirlives”.Acommunityrepresentative
stated:
“Alotofmenhavenothingtobeproud
ofbecausethey’reunemployed.Sothey
regalekidswithstoriesoftheglorydays,
ViolenceintheContextofConflictandMarginalisation
109
asthisiswheretheygottheirpride,and
youngmenseethisasariteofpassage.”
Therewassignificantlylesscriticismof
theactionsofparamilitariesinthepast.A
typicalcommentfromayoungpersonwas:
“Paramilitariesweregoodfor
communities.Theykepttheriff-raffout.
They’dstopgangs.”
Communityrepresentativesacrossall
areasstatedthat,whiletherewaslittle
continuingsupportforparamilitaries,
peopleharkedbacktowhen“youcould
knockonsomeone’sdoorandgetitsorted”.
Therewasgeneralconcernaboutdrugand
alcoholuse,‘anti-socialbehaviour’and
crimeinvolvingyoungpeoplethroughout
thecommunities.Fearofcontactingthe
policeandbeingidentifieda‘tout’,lack
oftrustinthepolice,andthedecline
inwhatwereidentifiedas‘legitimate’
paramilitaries,hadleftapolicingvacuum.
Onefocusgroupofyoungpeoplestruggled
withthemoraldilemmaofusingextreme
physicalpunishmentanditsconsequences.
Theydiscussedtheavailabilityandimpact
ofdrugsandbelievedthat,previously,
paramilitarieshadsucceededinpreventing
thesupplyofdrugstothearea.Given
apolicingdeficit,paramilitarieshad
effectivelyfilledthevoid.
Expressionsofdisillusionmentaboutthe
peaceprocesswerenotconfinedtothe
feelingthatpoliticianshad‘soldout’.Those
interviewedfeltexcluded,thatnegotiations
hadbeenconductedbehindcloseddoors
bythoseinpositionsofpower.There
hadbeennopreparationincommunities
regardingdevolution.Thisexperienceof
disconnection,offeelingalienatedfrom
keydecisionsaboutNorthernIreland’s
future,hadencouragedsomeyoungpeople
toassociatewithparamilitaries.Inthree
communities,thisassociationgaveyoung
peopleaclearidentity.Inonesituation,
youngpeoplehaddevelopedstrong,
personalrelationshipsbuiltonrespect
andtrustofanindividualwho,while
encouragingthemtoembracetheircultural
tradition,directedthemtocommitactsof
violenceandintimidationagainst‘others’.
Therewasalsoanunderstandingand
awarenessthatthosewhowere‘connected’
were‘protected’,includingprotection
againstarrestbythepolice.Young
peoplediscussedunfairadministration
ofpunishments:“therearedifferentrules
fordifferentpeople”.While,formany
interviewed,suchpoweranddiscretion
deepenedtheirdisrespectforquasiparamilitaries,theywereawarethatsome
youngpeoplesoughtthis‘connection’and
‘protection’.Asacommunityrepresentative
stated:
“[They]areprotectedandgetawaywith
crime,soitpaystobeinvolved.Those
whoaren’tsupportersandwhoare
involvedincrimewon’tgetawaywith
it.”
Youngpeopleinallcommunitiesrejected
andresistedwhattheyidentifiedasthe
injusticesofthreatsandpunishments.
Somedemonstratedtheirangerand
resentmentbydeliberatelycausingtrouble.
Tothem,civildisorderwasaformof
resistanceandameansofdemonstrating
thattheywouldnotbecontrolledby
paramilitariesorvigilantes.Asstated
previously,however,otheryoungpeople
consideredcloseassociationwith
paramilitariestobepartofassertingtheir
identity.
ViolenceintheContextofConflictandMarginalisation
110
Violence and everyday life
TheviolenceoftheConflictremains
celebrated,glorifiedandnormalised
atseverallevels.Certainmurals,
commemorations,paradesandstories
reflectstarkimagesofstructural,
institutionalanddirectviolence.‘Cultural
violence’,closelyassociatedwithidentity,
isembeddedinthelanguageofopposition
politics,thedirectexperiencesoffamilies
andcommunitiesandthesegregationor
markingofspace.
Inthetransitionfrompoliticalviolence
anincreasehasbeenreportedinwhathas
beentermed‘everydayviolence’,giving
risetodiscussionsaboutacceptanceand
‘normalisation’ofviolencewithinNorthern
Ireland.Theassumptionisthatpartof
thelegacyofviolentconflictisanunusual
tolerationofviolentresponsestosettle
disputes.Manyofthechildrenandyoung
peopleinterviewedidentifiedfighting,
bullyingorviolenceassignificantparts
oftheirlives.Allgroupswereconcerned
aboutviolenceindifferentcontexts-
sectarianviolence,violenceagainstthe
police,violencebythepolice,youthon
youthviolence,adultviolence-andits
impactontheirlivesand/orcommunities.
Childrenandyoungpeopledidnot,
however,indicatean‘acceptance’of
violence.Regardingsafety,freemovement
andbeingvictimised,thecommonthread
wasfear.Afewgroupsnotedthiswith
resignation:“It’sjustlife,like”(Co.Derry,
aged13).Itwasclearfromthefocus
groupsthatmanychildrenandyoung
peopleregularlycontinuetoexperience
orwitnessseriouscommunityviolence.
Whilethemotivesbehindsuchviolence
varied,theimpactwasfeltbyall.Some
reportedthattherewere“lotsoffights”or
a“wilelotofriots”(Co.Derry,aged14)
intheircommunities,that“violenceisbad
andit’sgettingworse”(Co.Fermanagh,
aged16-21).Otherscommentedthatitwas
“kindofupanddown”(Co.Antrim,aged
15-20).Clearly,theintensityofviolence
wasdependentoncircumstancesorthe
celebrationofculturalorcommemorative
eventssuchasparades,12thJuly,St
Patrick’sDayandsignificantanniversaries.
Childrenandyoungpeoplediscussed
recentincidentsofsevereviolenceintheir
communities.Theseincluded:thesectarian
killingofayoungperson;paramilitarystylepunishments;alcohol-relatedviolence
endinginthedeathofayoungperson;
andintra-communityfeudingresulting
inweaponsbeingusedonthestreets.The
latterincidenthadimpactedonthewhole
community:“Theydon’tjustfight,it’slike
worsethanfightin’…itwaswilescaryand
theydoneiteverynight…yegetscaredat
night”.
Whiletheseeventsweresporadic,less
dramaticactsofviolencewereconstant.
Childrenandyoungpeopleacrossall
communitiesexperiencedfightingand
violenceatweekends,usuallyrelatedto
alcohol.Despitethedisproportionatefocus
withincommunitiesandinthemediaon
youngpeopleandviolence,manypointed
outthatadultsintheircommunitieswere
alsoinvolved.Inonecommunity,anumber
ofgroupsclaimedthat“believeitornot,it
[is]mostlytheadults”(Co.Antrim,aged
19-20)whowereresponsible.Community
representativesstated:
“Thechildrenaregrowingupina
generalenvironmentofcriminality.It
ismostlytheolderpeopleinvolved,but
youngonesgetpulledintoit.”
Whileonlyraisedbyafewofthose
interviewed,itwasstatedthatwhatadults
ViolenceintheContextofConflictandMarginalisation
111
oftenperceivedasviolencebetween
childrenoryoungpeoplemaybe‘playfighting’:“thefightingisn’talwaysreal.”
(Co.Derry,aged9-11)
Bullying, intimidation and safety
Children’sdiscussionsof‘fighting’were
oftenlinkedtopersonalexperiencesof
bullying,explainedasoccurring“because
they’rebullies”(Co.Antrim,aged7-10).
Theyconsideredbullyingasviolence
beyondphysicalexchanges,including
verbalattack,intimidationandexclusion:
“Fightingwouldbejustcallingnames.”
(Co.Armagh,aged9-15)
“Theysaystuffaboutyouwhenyouwalk
past.”(Co.Derry,aged8-14)
‘Fighting’alsooccurredasaresultofgames
andplay.Yetsomewerethoughttofight
morethanothers,includingolderyoung
peopleandthosefromparticularstreets.
Childreninanumberofcommunitiesgave
examplesofbeingbulliedandintimatedby
olderyoungpeople–onthestreets,intheir
playareas,ontheirwaytoyouthprovision:
“Like,onedaywewerein[thepark].
Iwasinwithmeweecousinandwe
wereontheswingsandthey[agroup
of16yearolds]toldallofustogetoff
’costheywereplayin’football.Like,
there’sapitchrightbesideitandthey
wereplayin’footballinthepark.”(Co.
Antrim,aged10-13)
Theyprovidedmanyexamplesofsuch
intimidationanditsimpactonchildren’s
opportunitiesforplay.Somenotedthe
psychologicalconsequencesofbeing
laughedatandtalkedabout:
“Theywouldlaughandmakeyou
paranoid.”
“Theymighttakeahandoutofya,hurt
yourfeelings.”(Co.Derry,aged8-14)
Childrenfeltintimidatedandunsafeon
thestreets,particularlyatnight,because
ofcommentsfromyoungpeopledrinking
alcohol.Somewouldnotgooutatnightor
wouldnotvisitparks,whileotherswalked
toyouthclubsingroups:
“Seein’peoplesmokin’anddrinkin’and
youdon’tfeelsafean’all.Andyouwish
yourMammyan’Daddywerethere.”
(Co.Derry,aged9-11)
Children,particularlyinonecommunity,
relatedbullyingbehaviourtoalcohol.A
typicalcommentwas:
“Idon’tlikewherewelivebecause
peopledrinkandstartbullying.”(Co.
Down,aged10-11)
Withincommunitiesitwasclearthat
youngpeopleexertedpoweroverchildren.
Yetyoungpeoplealsoexperienced
regulationandcontrolfromadults,
includinguseofthreatsandforceby
paramilitariesorvigilantes.Astheaccounts
aboveillustrate,emotionalandphysical
violencewithincommunitieswasoften
explainedasbullyingbutwasconsideredto
bepartofeverydaylife.Childrenprovided
anholisticunderstandingofviolenceand
itsconsequences,includingnegotiation
ofmovementwithintheircommunities.
Apartfromthethreatandrealityof
physicalattack,theirself-esteemand
personalworthwerealsoundermined.
Alcohol and violence
Indiscussionsofviolenceandfighting,
sevenofthefocusgroupsemphasised
therelationshipbetweenalcoholuseand
violentassault.Afurthereightgroupsdrew
alinkbetweenboredom,alcoholuseand
violence.Fightingandviolenceintheir
ViolenceintheContextofConflictandMarginalisation
112
communitieswasparticularlymarkedat
weekends:
“Hittingpeople–there’slotsoffighting
aroundherebecauseofdrinkingon
weekends.”(Co.Down,aged9-10)
“…attheweekend,whentheboysare
tankedup.”(Co.Antrim,aged18-20)
YP1:“Costhey’realldrunkandthey
juststartrowsandthat,andthenstart
tofight.”
YP2:“Costheygetdrunkanddon’t
reallyknowwhatthey’redoin’.”(Co.
Antrim,aged10-13)
Beingonthestreetsorotherpublic
placesdrinkingalcoholwasnotwithout
risk.Youngpeoplerecognisedtheriskof
‘trouble’–fromthepolice,thecommunity,
paramilitariesand/orasaresultoflosing
controloftheirbehaviour.Somenotedthe
potentialforviolence:
Whilesomenotedthatviolencewasnot
restrictedtoyoungpeople,othersstated
therewasaclearconnectionbetween
alcoholandboredomamongyoungpeople.
Alcoholusedidnotalwaysresultin
violence,buttherewasalwaysthepotential
“TheydrinkandtheyturnintoRambo
fortroublegiventhatconsumption
…allsomebody’sgottodoisturnon
regularlyoccurredamonggroupsinpublic
ye.”(Derry,aged16-17)
places.Thoselivinginruralcommunities
withfewyouthorrecreationfacilitiesstated Youngpeoplereportedthatmuchof
thattheydrankalcoholtorelieveboredom: theirtimespentonthestreetsinvolved
littlemorethanmeetingwithfriendsand
“Whatelsearewemeanttodo?You
passingthetime.Alcoholwasnotalways
drink.It’ssomethingtotalkabout.But
involved-considerabletimewasspent
whenwedoit,wegetintrouble.”(Co.
playingfootball,walkingaboutorjust
Armagh,aged9-15)
chatting.Yetitwasduringsuch‘routine
activities’thatyoungpeopleexperienced
Othersnotedthatyouthfacilitieswere
‘crime’asvictims,perpetratorsand
closedatweekends.Thealternativewasto
witnesses.Fromtheinterviewsitwasclear
hangoutonthestreetsdrinkingalcohol.
thatfightingwasoftenaconsequence
Thisoftenledtoviolence:
ofhangingarounddrinkingalcohol.
R:“Whydoyouthinktheyare
Withinsomecommunities,particularly
fighting?”
butnotexclusivelyinruralareas,alcohol
YP:“Theinfluenceofdrink…they’re
consumptionamongyoungpeoplewas
bored,there’snothin’forthemtodo.
marked.
TheclubopensonaFridaynightandit’s
Saturdaywhenithappens.”(Co.Derry, Manycommunityrepresentatives,children
andyoungpeoplestatedthatdrinking
aged8-14)
alcoholstartedatayoungage(ie.10or11
Manyfeltthattheeffectsofalcoholcaused years).Thiswassupportedbyasurveyof
violence:“Whenthedrink’sin,thewit’s
pupilsinoneschool.Aspreviouslynoted,
out!”(Co.Derry,aged21):
mostofthoseinterviewedconnected
alcoholtoboredom:
YP1:“UsuallyonaSaturdaynightand
stufftheygoroundtheestatefightin’.”
R:“Why’sthat?”
YP2:“Costheyargue.”
“We’venothingelsetodobutdrink.”
(Co.Armagh,aged12-21)
ViolenceintheContextofConflictandMarginalisation
113
“Youonlygodrinkin’becauseyou’re
bored.”(Co.Derry,aged15-19)
Drinkingalcoholwasidentifiedasa
legitimatepasttimeforyoungpeople;
developedthroughpeergroupsand,more
generally,withinthewidercommunity.
Onegroupstatedthatyoungpeople’s
drinkingwas‘normal’andotherssuggested
thatitwasculturallyacceptable.Drinking
wasendemicinsomecommunities:
“It’severywhere…it’seasytoget.”(Co.
Tyrone,aged14-25)
“Alcoholisjustthethingroundthere…
it’sjustthatwe’reIrishandwe’remade
todrink.”(Co.Armagh,aged12-21)
Inruralcommunities,alcoholwas
easilyaccessible.Youngpeoplestated
thatlocalpubshadnoqualmsabout
servingthoseknowntobeunderage.
Inadditiontorelievingboredom,
alcoholprovidedcamaraderiewithpeers
andthewidercommunity.Alcohol
usewaspartofgrowingupforall
youngpeopleinterviewed,butwithin
communitiesexperiencingpovertyand
poorfacilitiesitprovided“something
todo”.Incommunitieswithfewleisure
opportunities,whereaccesstoactivities
outsidetheareawasexpensive,alcohol
useprovidedthecheapestformofleisure
available.Forsome,itwasalsopartof
theirlocalidentity.Somesuggestedthat,
particularlyforyoungmen,alcoholuse
waslinkedwith“actingtough”and“being
hard”-itwassignificantinyoungmale
identityformation,inachievingand
assertingmalestatus.
Youngpeoplediscusseduseofalcoholas
anescapefromtheboredomofeveryday
lifeandthedifficultiestheyfaced.Often,
however,itbroughtmorerisksand
additionalstress:
YP1:“Yougetblocked[drunk]andyou
justdon’tcarewhatyoudo.”
R:“Yousee,whenyougetblocked,does
thatworryyou?”
YP1:“Onlywhenyougetrealblocked
andyoudon’tcarewhathappenstoyou.
Youregretitinthemornin’–itdoes
yourheadin.”
YP2:“Youwakeupthenextmorning
andthink‘OhGod,whatdidIdolast
night?WhathaveIdone?Icouldadone
somethin’stupid’–orsomethin’like
that.”(Co.Derry,aged15-19)
Ratherthanseekingsupportatparticularly
stressfultimes,someyoungpeopleturned
toalcohol.Discussinghowaclosegroup
dealtwithafriendtakinghisownlife,
oneyoungmanstated:“Well,wewereall
shockedaboutit…wemoreorlesswent
drinkin’.”(Co.Derry,aged21).Ironically,
whilealcoholwasusedasacoping
mechanismandameansofforgetting
aboutproblems,italsoperpetuated
emotionaldistressandcouldbeusedasa
formofviolenceagainsttheself.
Violence: a legitimate response?
Indiscussionsaboutviolencewithintheir
communities,youngpeoplerepeatedthat
theyfeltneithervaluednorrespected.
Thiswasillustratedby:inadequate
recreationandleisurefacilities;negative
perceptionsandrepresentationsofyoung
people;exclusionfromdiscussions
andconsultationsaboutthefutureof
communities;openlyhostile,disrespectful
andaggressiveresponsestowardsthem.In
thesecircumstances,theirreactionswere
predictable:
“Peoplegetdrunkandwrecktheplace
becauseofthewaythey’vebeentreated.”
(Co.Armagh,aged13-24)
ViolenceintheContextofConflictandMarginalisation
114
R:“Ifsomebodyaskedyoutomove
along,what’stheresponsetothat?”
YP:“Itdependsonwhatwaytheyask
ye.Someofthemwouldbelike,‘Lads,
comeon,pleasemoveon’.Theboysjust
walkaway.Someofthemthatcomeout
andshout,you’rejustgonnatakethe
handouttathem.”(Co.Derry,aged21)
Youngpeople’shostilereactionto
aggressiveadultswasanissuealsoraisedby
representativesacrossthecommunities:
“Thereisanundercurrentofacceptance
ofviolenceinourcommunities–this
startsinthehomeandyoungpeoplefeel
thereisanacceptablelevelofviolence
forthemwhentheyareyoung.Allthis
movesonwithage.”
“Wehavehad25yearsofviolenceandit
hasbeenpasseddownfromgeneration
togenerationthatviolenceisacceptable.
Parentsareviolenttowardschildrenin
thehome–theygetagoodthump–
andtheyoungpeoplelearnthatviolence
istherightwaytogo,it’stheanswer.”
“Thereisaviolentnaturetotheculture
[inthisarea].Thereisamindsetthat
violenceisalright–shouttobeheard,
fighttogetby.Statusisachieved
throughviolence.”
Onanumberofoccasions,childrenand
youngpeoplecommentedthatacting
violentlywaswhatwasexpectedofthem
bytheirpeers,friendshipgroupsand,
morewidely,thecommunity.Questioned
aboutwhyyoungpeople‘fight’,some
responded:“theyjustreact”or“because
theirfriendsfight”.Reactingviolently
to“someoneslaggin’ya”,wasconsidered
alegitimateresponse.Standingupfor
personalreputation,forfamily,friends
andcommunitywaspartoflocalculture
andlearnedthroughexperience.Previous
researchreportedthatyoungmenin
NorthernIrelandidentifiedviolence
asadefenceofthemselvesandtheir
communities.Theyconsideredtheir
behaviourtobe“unnecessarilyviolent”
(YouthNet1999:3).Asdiscussedearlier,
violencewasalsojustifiedinspecific
circumstances-whensomeonefromthe
‘othercommunity’enteredtheareaor
attackedfriends.
Whilesomeoftheyoungwomen
interviewedwereinvolvedin‘fighting’,
‘rioting’andaggressivebehaviour,violence
wasanactivitymost oftenassociated
withyoungmen.Itwasclearlylinkedto
masculineidentity.Intheirconsultations
with135youngmenagedbetween14-25
years,YouthAction(2001a:1)concluded
that“violenceisseenasnaturalwithin
youngmaleculture.Itisconsidered
inescapable,normalandoftenacceptable”.
The‘hardman’imagewassignificant-
asillustrativeofdominance,‘toughness’
and‘maleness’,andasameansofgaining
control,statusandrespect.Itasserted
identityandsecuredprotection:“Standin’
upforyourself ”and“takin’nolip”was
aboutfacingothersdownandmaintaining
respect.Fightingforidentitybrought
respect.Somecommunityrepresentatives
feltthatviolenceachievedmorerespect
frompeersthanotherfactors,including
educationalachievement.
Therelationshipbetweenmasculinity
andviolenceisparticularlysignificant
inNorthernIrelandwhereviolence,
specificallyparamilitaryandsectarian
violence,hasbeenadefiningreality
formanyyoungmeninworkingclass
communities.Ithasbeencloselyassociated
withmaleidentity;usedtomaintain
differenceandassertbothmasculineand
nationalidentity.Atatimeofpolitical
andeconomicchange,whentheidentity
ViolenceintheContextofConflictandMarginalisation
115
andpositionofworkingclassyoungmen
isuncertain,violenceaspartofidentity
isacomplexissue.Masculineidentity,
oftenassociatedwithemployment,is
difficulttoattaininashrinkingyouth
labourmarketduringatimeofrising
unemployment.Further,masculineidentity
acquiredbyyoungmenwithstronglinks
totheircultureislesscertainwhenmany
believethattheircultureisbeingeroded.
Inthiscontext,“violenceisoftenan
expressionofyoungmen’shopelessness,
frustration,isolation,boredomand
energy”(YouthAction2001b:13).Within
communities,linksbetweenviolence,
boredom,frustration,lackofpower
andrespect-togetherwithaprecarious
materialpositionatatimeofeconomic,
politicalandculturaluncertainty-arepart
ofthecomplexmixunderpinningviolent
behaviour.
Violenceisasignificantissueindivided
communitieswithadividedgovernment.
Itisexperienceddisproportionatelywithin
communitieswhichendurethedual
impactsofpovertyandthelegacyofthe
Conflict.Asillustratedthroughoutthis
chapter,andthosethathavegonebefore,
itispartofeverydaylife-infamilies,
schools,relationships-betweenandwithin
communities.Suchconflictexistsinother
westerndemocraticstates,yettherecent
historyofviolenceinNorthernIreland,
thecurrentsituationof‘nopeace-no
war’andpoliticalaswellaseconomic
uncertainty,addsignificantdimensions.
Thechildrenandyoungpeopleinterviewed
experiencedsectariandivisionsalongside
classdivisions,andanever-presentthreat
ofsectarianviolence.Fearandmistrust
werecompoundedbytheemergenceof
newformsof‘paramilitarism’involving
individualspreparedtocontrolandpunish,
aswellaspoliticiseandrecruit,young
people.
Therealityoflifewithinthese
communitiesoftenremainshidden.
Officialdiscoursefocuseson‘peace’
anda‘post-conflict’society,resultingin
denialofcontinuedfear,violenceand
conflict.Thus,heighteningtensionshave
notbeenrecognisedoracknowledged.
Thesetensionsarisefromconcernswithin
communitieswherepeoplefeelexcluded
fromthePeaceProcess,unpreparedand
under-resourcedforchange.Theybelieve
theyhavebeenignored,blamedandleft
todealwithcomplexintra-community,
aswellasinter-community,conflict.In
discussingunderlyingtensionsinhis
town,andechoingthefearsofothers,
acommunityrepresentativestated:
“Somethingwilligniteit,likeakilling,
anditwillerupt”.Sincethiscomment
wasmade,severalattacks(somewithfatal
consequences)inarangeofNorthern
Irelandcommunitieshaveborneouthis
fears.
Key Issues
- Many children and young people were
exposed to community violence, sectarian
violence, rioting against the police,
paramilitary-style threats and punishments.
- The perceived anti-social behaviour of
young people made them targets for those
who continued to ascribe themselves
paramilitary status.
- While children and young people felt
threatened and intimidated by violence in
their communities, they were resigned to its
presence.
- As a by-product of being on the streets at
night and weekends when (reportedly) there
ViolenceintheContextofConflictandMarginalisation
116
was more ‘fighting’, young people regularly
experienced or witnessed violence.
- Violence impacted on children’s and young
people’s feelings of safety, their freedom of
movement, opportunities for play and levels
of victimisation.
- A connection was made by children, young
people and community representatives
between boredom, alcohol use and violence.
Alcohol use was a concern in rural areas
and in communities where few facilities for
young people existed.
- Alcohol was often used by young people as
an escape from boredom and the difficulties
of life. Yet its use often increased the
likelihood of experiencing violence and
emotional distress.
- Some young people exerted power over
children, threatening and intimidating
them. This was consistent with young
people’s experiences of adult power.
- Violence was deemed by some young people
to be a legitimate response in defending
cultural identity.
CHAPTER 10
SERVICES AND SUPPORT
Play and leisure
Childrenandyoungpeopleinall
communitiescomplainedaboutthepoor
maintenanceoflocalparks.Theywere
concernedthatdamagedfacilitieswereleft
unrepaired:
YP1:“Theparksaren’tworking,they’re
notcleaned,there’sglassalloverthe
place.Theswingsandslidewerebroken
andtakenaway.”
YP3:“Theytooktheslideawaytoo
andsaidtheywerebringin’somethin’
toreplaceitbuttheyneverdid.”(Co.
Derry,aged8-14)
Apartfromthephysicaldangersof
brokenequipmentandglass,children
feltintimidatedbyyoungpeoplewho
congregatedinlocalparks(oftendrinking
alcohol).
Acrossthecommunitiestherewasno
consistencyinthequalityofplayand
leisureprovision.Itrangedfromlarge,
brightbuildingswithcomputersuites,
artrooms,hairdressingrooms,spacefor
activitiesandgamesrooms,todilapidated,
cold,dampbuildingsandchurchhalls.
Despitepoorfacilitiesthatdidnotmeet
theirneeds,youngpeopleattendedthe
clubsandprogrammesprovided.Ayoung
womanstated:
“Therewouldabeenmaybe30people,
30weansinthereandonepooltable
andonetennistable.Twopeopletoa
tableandthat’sit,therestleftsittin’
tryin’tofindsomethin’todo.Itnever
givealotofusawilelot…soitwas
there,but…”(Co.Derry,aged22:her
emphasis)
Girlsandyoungwomeninterviewed
statedthatwhatwasavailablewas“all
forboys”.Thiswasparticularlythecase
inyouthclubsandinruralareaswhere
mostprovisionwassports-based:“Boys
areokbutthegirlsdon’thaveanything”
(Co.Armagh,aged9-15).Clearly,young
womenweredisadvantagedanda‘boys
club’ethosremained.Inonecommunity,
lackofprovisionforgirlswasexplained
asfollows:“Therearenorealgirltrouble
makers”.
Therewasgeneralagreementthatyoung
peoplebeyond15‘outgrew’provision:“I
wenttotheyouthclubwhenIwasreally
youngbutstopped.It’smostlykids”(Co.
Antrim,aged18-20).Ayoungwoman
stated:“Therebeingalotinanareadoesn’t
matterifpeopledon’twanttouseit”(Co.
Derry,aged21).Manycommentedthat
therewas“nowheretogoandnothingto
do”,particularlywhenfacilitiesclosedearly
anddidnotopenatweekendsorduring
schoolholidays.Withoutprovisionyoung
peoplestatedtheywould“justhangabout
thestreets”,“donothin’”or“getuptono
good”.
Play,leisureandyouthprovisionoften
reliedonvolunteers,withminimalgrantaid.Onegroupreceived£300toruna
fullsummerscheme.Anotheractivitiesbasedyouthcentreannuallyreceived£300
statutoryfundingastheemphasiswason
“utilisingthebuildinganditsfacilities”.
Thiswasoneofthebetterresourced
centres,yetresourcingissues-basedwork
wasdifficult.Inanotherproject,somestaff
workedwithoutpayastheyawaitedthe
outcomeoffundingapplications.Many
youthandcommunityworkersworked
beyondtheircontractedhoursonlimited
budgets.Oneareahadnothadafull-time
statutoryyouthworkerforaprolonged
periodduetounder-funding.Thefeeling
amongthoseworkingwithchildrenand
youngpeoplewasthatthestatutorysector
wasdependentonthevoluntaryand
ServicesandSupport
118
communitysectorstoprovideservices,
buttherewasnostatutoryinvestmentin
essentialprovision-thevalueoftheirwork
wasnotrecognised.Oneyouthworker
stated:“Itgetstothestagewhereyou
feelitisareflectiononhowyourworkis
perceived.”
Fiverecurrentneedsemergedfromthe
focusgroupswithchildrenandyoung
people:bettermaintainedparks;improved
youthprovision;provisionduringevenings
andweekends;moreopportunitiesfor
tripsaway;appropriateprovisionforolder
youngpeople.Asoneyoungmanstated:
“Everyoneisjustboredoftheirownestate”
(Co.Antrim,aged15-20).Amongyoung
peoplesomedesiredmorestructured
activitiesandprogrammes,otherswanted
aplacetorelax,talkwithfriendsandplay
pool.Theywantedprovisionseparatefrom
children.Inruralareas,freeorsubsidised
transportwasapriority.Thosewithin
a‘mixed’communityrequestedmore
‘mixed’youthprovisionandsuggested
a‘one-stopshop’providing:sportsand
activity-basedprojects,structuredcourses
andprogrammes,adrop-in,anactivities
roomandacounsellingservice.Poorplay
andleisureprovisionwasidentifiedasa
clearindicatorofthelowvalueplacedon
childrenandyoungpeople.Consequently,
childrenandyoungpeoplewereforcedinto
unsafeplayspaceswheretheriskofcausing
andexperiencingtroublewasincreased,
givingrisetoallegationsofnuisanceand
anti-socialbehaviour.
Acrossallcommunities,particularclubs
andprojectswerepopularbecause:staff
wererespectful;theyprovidedaplaceto
meetwithfriendsandnewpeople;there
was‘somethingtodo’;theyprovided
opportunities,developedsocialskillsand
gaveinformation.Somenotedthatprojects
keptthem“offthestreets”whileforothers:
“Itgetsyououtofthehouse,Iwouldjust
besittingaroundifIdidn’tcomehere”
(Co.Antrim,aged19-20).Whileoften
being“theonlyoption”,goingtotheclub
oraprojectwas“somethingtolookforward
to”and“somethingdifferent”-evenwhen
provisionwasrestrictedtoafewhours
oneeveningaweek.Severalcommunity
representativesemphasisedtheimportance
ofyouthprovisionforthoseexcluded
fromcommunitylifeand/orexperiencing
difficultiesathome:
“Forthoselivinginfamilieswherethere
areobviousdifficultiestheyouthclubis
ahaven–itisaplacetoescapeto,where
staffshowsomelevelofcare.”
Activity-basedprovisionalsoprovideda
placetodevelopskillsinplay,teamwork,
communicationandsocialinteraction.
Thosewhounderstoodthebenefitsof
youthprogrammesforpersonaland
socialdevelopmentwerecommittedto
structured,programme-basedwork.Often
theywereolderteenagersandyoungadults
whohadapersonalunderstandingofthe
positiveimpactsofsuchprovision.For
them,buildingconfidence,selfworth,selfawarenessanddevelopingsocialskillswere
priorities.Residentialswereparticularly
significant:
YP1:“Comin’tothisplacetoo,you
begintorespectyourselfaswell.”
YP2:“Youbuildyourconfidencefor
yourselfandrespectyourselfmore.”
YP3:“Youlearnhowtotalktoother
peoplethroughresidentialsandthe
workwedo.”(Co.Derry,aged16-17)
Inaccessingservicesyoungpeople
appreciatedopportunitiesforfrankand
opendiscussioninsituationswherethey
wereshownrespectbyworkers.Youth
andcommunityworkerswereidentified
ServicesandSupport
119
byyoungpeopleasthosemostlikelyto
facilitatesuchinteractions.Youngpeople
describedhowyouthworkersconducted
consultationsthatwerenottokenisticbut
basedoninterestandrespect.Theyfelt
“listenedto”andtheiropinionsmattered:
“Wegetachoiceforwhattodo…when
you’reaskedyoufeelclass”(Co.Armagh,
aged13-24).Juniorleadersandyouth
committeesprovidedavoiceforsome
youngpeople,whoreportedbackto
leaders/serviceprovidersandensuredthat
thosewhodidnothavetheconfidenceto
talkdirectlytoworkershadtheirviews
represented.Reflectingontheiryouth
committee,threeyoungpeoplestated:
YP2:“It’salllikeouropinion.”[their
emphasis]
YP3:“Werepresentdifferentareas,
like,andwebringourinformationto
ourareaandwebringtheinformation
back.”
YP1:“…there’showmanyofus?–12,
andtheneachoneofusrepresentsa
placeroundthisareaandwehavea
meetin’everyotherWednesday.Andif
there’sanythingthatourfriendshave
saidtheywannado,ifwecangetthe
numbersthenwebringitto[theyouth
workers]andtheysortitout.”(Co.
Tyrone,aged14-25)
Infourcommunities,youthworkers
consultedwithyoungpeopleonthestreets
toprovideinformationaboutprovision
andtoestablishthemostappropriate
provision.Inonecommunityadults
requestedameetingwithyoungpeopleto
conductaneedsassessment,whichdrewa
positiveresponse.Inanothercommunity
aproposedprojectforgirlswasaccepted
because:
“Itwasstuffwewantedtodo…We
wereaskedwhatwewantedtodo…we
gottodowhatwewantedtodooutta
ourchoice,sowedidn’thavetositand
watcheverybodyelse[boys]because
therewasnomoney[forthegirls].”(Co.
Derry,aged22)
Emotional and mental
well-being
Childrenandyoungpeopletalkedabout
issuesthatcreatedstressintheirlives.
Theseincluded:schoolworkandexam
pressure;lackofjobs;concernsabout
thefuture;parenting;familyproblems;
witnessingandexperiencingviolence;
appearanceandfeelingexcluded;lack
ofidentityandplace;adults’negative
responsestowardsyoungpeople.The
twoissuesmostfrequentlyraisedin
thesediscussionsweredepressionand
suicide,particularlyrelatedtothoseaged
16andabove.Youngteenagersinone
communityfeltthatmanyoftheirfriends
andacquaintances,especiallyyoungadults,
suffereddepression:“There’sawilelotof
peopledepressedandsad”(Co.Derry,aged
14).Manyfeltthatissuesrelatingtomental
health,or“emotionsandfeelings”,should
havebeendiscussedinschools.
Developingself-awarenessandan
understandingaboutwhatconstitutedgood
andpoormentalhealthwasnotgenerally
exploredinforumsattendedbyyoung
people,otherthaninsessionsconcerning
drugsandalcohol.Whilemembersofone
focusgroup,whoattendedthreedifferent
schools,hadcoveredmentalhealthinclass,
noneconsidereditinformative.
Manyraisedtheissueofsuicide.Within
fourgroups,oneormoreindividual
revealedthatafriendorsomeonethey
hadknownhadtakentheirownlife.Not
discussingfeelingsandemotionswas
consideredasignificantissue:
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120
“Wehadafriendwhocommitted
suicidetwoyearsago…youngpeople
justreallyclose-upanddon’treallywant
totalkaboutthings.”(Co.Antrim,aged
19-20)
Foryoungmeninparticular,andfor
someyoungwomen,nottalkingallowed
pressuretobuildwithoutanyrelease.This
wasperceivedtomanifestitselfoutwardly
inangerorviolencetowardsothers,or
inwardlythroughabuseofalcoholand/
ordrugs,self-harmorsuicide.Young
peoplefeltthatsomeoftheirpeersdid
notrecognisethe‘problems’theywere
enduringor,whentheydid,weresilenced
byembarrassment.Ayoungwomanstated:
“Intheyearsthere’salotofmymates
havelostthemselves,youknow,lost
theirlivesovermaybedrugs,drink-
hangin’themselves.It’sbecausethey
don’tspeak.Alotofthem’sweeboys,
theydon’tspeak…Whenmyfriend
killedhimselflastyearthegirlswereall
takenouttotalkaboutitbutthewee
boyswereleft,andI’veseenthreeor
fourofthemchanged.Oneofthemhas
fadedawaytonothin’,hewon’tcome
outtathehouseornothin’.”(Co.Derry,
aged22)
Whilemanydrewadirectcorrelation
betweenalcoholordruguse,depression
andsuicide,otherreasonswerealso
given.Onegroupdiscussedrecentcases
inwhichyoungpeoplehadtakentheir
ownlivesfollowingpersistentbullying.
Othersdiscussedthepressuresonyoung
peopletoconform:“fittin’in”,“lookin’
good”,beingsexuallyactive.Appearance
wasaparticularissueforyoungwomen,
whoconsideredbullyingandabusetobe
sexualisedandoftenfocusedonthebody:
“Theysay,‘Lookhowfatsheis,lookather
boobs’”(Co.Armagh,aged9-15years).
Somebelievedthatbeingundermined,
viewedandtreatednegatively,damaged
youngpeople’sselfworth:
“Itjustgetstoyouallthetime,
underminesyou.It’sfeelingsof
insecuritythatleadstosuicide.”(Co.
Fermanagh,aged16-21)
Lackofselfworthwasmadeworseby
havinglittletodo,feelingboredand
experiencingdifficultiesinfindingpaid
employment.Unemploymentwasalsoa
keyissue:
“I’mworkin’now.Iwasn’tworkin’
thereforawhileandIwentbackinto
depressionbecauseIwouldgetwile
depressedreallyeasily.Itbringsmyself
esteembackup,youknowdoin’maself
upandlookin’inthemirrorandgoin’,
‘YouknowIamagoodgirl,I’mnotbad
anymore.’…Icomeinhere[towork]to
havealife ofmeownoutsidemefamily
home,outsideofmewean,’cosyeneed
it.Seeifyou’reaMammy24/7too,your
headgoesawaywithitandImeanyour
headdoesgo.Youendupfightin’with
everyoneandthenyoudogetangryand
frustrated.”(Co.Derry,aged21–her
emphasis)
Accordingtosomecommunity
representatives,lackofqualifications,low
skillsandpooremploymentopportunities
broughtlittlehopeandlowaspirations,
leadingtodepression:
“Theymaynotrecogniseit,butthat’s
whatitis.Theyhavenothing.They
stayuphalfthenightbecausethey’ve
nothingtogetupinthemorningfor.
Theydon’tlookforwardtotheweekends
asthey’renotworkingduringtheweek.”
Intwocommunities,thoseinterviewed
connectedsuicideamongyoungpeople
ServicesandSupport
121
totherecentinfluxofdrugsintotheir
communities.Lowself-esteemalongside
lackoffocusorhopeoftenledtouseof
alcoholordrugsascopingmechanisms.
Manydrewalinkbetweenboredom,
lowself-esteem,feelingdownandusing
alcoholordrugsasameansoffilling
time,increasingconfidenceorasaform
ofescape.Someconsideredthistobea
downwardspiral:
“Peoplefeelsolowtheywanttojust
goandtakedrugstogetridofall
theirproblemsandthentheymight
takeabadtripandthentheymightbe
suicidal.”(Co,Derry,aged16-17)
Othersgavepersonalaccountsofturning
toalcoholordrugsaswaysofcoping,only
tofindthattheyactuallyreducedtheir
capacitytocope:
“IhadamiscarriageandIwentonthe
drinkagainanddoin’allthatstuffagain
…wewerealwaysdrinkin…that’s
whenIhadmebadexperience[with
drugs]…I’monthesicknow,since
then.”(Co.Derry,aged21)
Intheyoungpeople’saccounts,drinking
alcoholortakingdrugstodealwith
problems(includinglowself-esteem),
ratherthanseekingsupport,wasconnected
toanger,violenceand/orsuicide.This
wasaviewsharedbymanycommunity
representativeswhoconsideredthatdrugs
andalcoholwereusedtoincreaseselfconfidenceand“killemotions”:
“Drinkchangestheyoungfellas–
theyfeelthey’renotgettinganywhere
anyway.Theyfeelangryandhate
everyone.Youngmenrarelyexpress
theirfeelings.”
Whilechildrenandyoungpeoplewere
oftenawarethatsuicideanddepression
wereissueswithintheircommunities,
manylackedanunderstandingofthewider
issuesregardingmentalhealth.Infive
communities,communityrepresentatives
raisedconcernsaboutthementalhealthof
childrenandyoungpeople.Theydiscussed
“highsuiciderates”amongyoungpeople
intheircommunitiesand“pocketsof
suicide”intheregion.Theygaveexamples
ofchildrenasyoungas11havingtaken
theirownlife,ofyoungpeoplewithinone
communitychoosingthesamelocation
andofafamilyinwhichthefather,son
anddaughterhadeachtakentheirlife.The
impactsofsucheventsonotherchildren
andyoungpeoplewithinacommunityare
obviouslyconsiderable,yetthiswasrarely
recognisedoraddressed.Onecommunity
representativestated:
“Theyoungmanwas20yearsofage
andwaswellknowninthecommunity.
Whenhewasyoungerhewasseen
asthebrightestchildinhisclassand
peopleexpectedhimtogoplaces.On
theeveningofthewakeyoungpeople
weregatheredinthetown…youcould
seeitintheirfaces:‘Ifitdidn’tworkfor
himandhehadallthis,howisitgoing
toworkforus?’Itwasjustafeelingthat
youcouldsense.Itwasintheirfaces.”
Somelinkedthesituationtoemergence
fromtheConflict:
“Youdon’tfocusontheConflictany
more,youfocusonyourself.”
“Forusgrowingup,ourattentionand
aggressionwasfocusedelsewhere.Now
thereislesstofocusupon.”
“Whenconflictishappening,thereisso
muchelsetoconcentrateon.Whenit’s
over,whathappensnow?”
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122
Manyspokeofyoungmenwho“grewup
tobesomethingbutthensuddenlyhadit
takenaway,”whoseidentityandstatuswas
previouslylinkedtotheConflict-whether
activelyorpolitically-throughLoyalistor
Republicanidentities.
Someyoungpeoplehadlostmothers
andfathersduringtheConflict,andhad
experiencedand/orwitnessedcommunity
violence,harassmentbythepoliceand
securityforces.Communityrepresentatives
suggestedthatsuchexperienceshadbeen
buriedandwerenowemerging:the“hurt
anddamagedone”toparents,relatives
andfriends“comestothesurfaceyears
aftertheConflictisover”.Manydiscussed
thecontinuationofviolencewithintheir
communities.Recountingapunishment
beatingthathadresultedinthedeathof
ayoungman,anumberofcommunity
representativesnotedprofoundimpactson
youngpeopleinthelocalarea:
“…therewerethreeyoungmenwith
him,whatimpactmustthathavehad
onthem?Youngpeopleallover[the
community]wereatthefuneral.Think
ofthetraumasomethinglikethat
causes.”
Thedualimpactsofpovertyandthe
Conflictwereparamountincommunity
representatives’discussionsaboutmental
healthandwell-being.Manydiscussed
intergenerationaltraumaandthedespair
causedbypoverty,bereavement,fearand/
orintimidation.Someconsideredthatlow
self-esteemandlackofconfidencewere
intergenerational.
Thoseworkingcloselywithyoungpeople
identified“averybleakoutlook”,“low
expectations”andaprofoundbeliefamong
youngpeoplethat“nobodycares”.These
adultsunderstoodthatyoungpeoplewere
oftennegativelylabelledinschoolsand
thecommunity,theirbehaviourjudged
as‘anti-social’,withlittlerecognition
ofcontext.Theyconsideredthatyoung
peoplelackedpositivefeedback,supportive
reinforcement,reliablerelationshipsand
“someonetoaskhowtheyfeel”.Young
people’semotions,andthedifficultiesthey
faced,wereoverlooked:
“Youcantellbylookingatthem-
they’reallbravadoontheoutside,but
whenthey’reontheirown,youcantell
thatinsidethey’rehurting.”
Support mechanisms
and services
Acrossallagegroups,friendswere
identifiedaskeyprovidersofsupport.
Moresignificantforyoungpeoplethanfor
children,amongsomefriendsweretheonly
supportmentioned.Whilemanychildren
andyoungpeoplecouldnotidentifylocal
supportservices,mostnamedapersonor
placewheretheycouldaccesshelp,advice
orinformation.Themostfrequentresponse
wasayouth/supportworkeroryouth
provision.Fewidentifiedaparentorfamily
memberandmostwhodidwereinthe
youngeragegroups.Parent-childrelations
weremorestrainedwithage,asyoung
peopleconsideredtherewaslittletrustor
understandingbetweenthemselvesand
theirparents.Additionally,notallchildren
andyoungpeoplehadaccesstofamily
support.Manycommunityrepresentatives
notedthatyouthworkerswereoftenthe
onlypositiveadultrelationshipexperienced
byyoungpeople:
“Youthworkersarelikeparentstosome
ofthekidsinthisarea,sothekids
needthem.Thereisagreatneedfora
significantadultintheirlives.”
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123
Acrossallages,childrenandyoungpeople
identifiedayouthworkerorprojectas
theirmainsourceofinformation,helpand
support.Theyouthclub/projectprovideda
contactpoint:
“Somepeoplewouldgodownto[the
youthclub]–ithassignsinit:‘Phone
suchandsuch’.Ortellthemones
[youthworkers]andthey’dgetsomeone
straightaway.”(Derry,aged13)
Othersstatedthatiftheywereintrouble
theywouldgototheyouthclub:“They
wouldputyouincontactwithsomeone”.
Personalcontactbasedontrust,respect
andcaringwasconsideredvital:
“I’dtalkto[theyouthworker]about
anything.He’sjusteasytotalkto.And
it’sthesamewiththekidshere,theyall
love[him]andwouldtalktohim.”(Co.
Antrim,aged19-20)
Intwocommunities,youthprojectshad
engagedcounsellorstoprovideindividual
contactandsupportforyoungpeople.
Manyprojectsalsoranprogrammes
basedonidentifiedneed.Theissuesof
significanceacrossthecommunities
included:bullying;communityrelations;
domesticviolence;angermanagement;
alcoholanddrugsawareness;mental
health;andsexualhealth.Inrural
communities,youthprovisionwasoften
theonly sourceofhelp,informationand
support.
Asignificantnumberofchildrenand
youngpeoplealsoidentifiedschoolasa
placewheretheycouldaccessinformation,
helpandsupport.Whilemanychildren
viewedthissupportas‘teachers’,young
peoplefocusedonparticularteachers
whotheycouldtrust.Afewidentified
schoolcounsellors,butothersexplicitly
rejectedschool-basedcounsellors.There
wereissuesthatsomeyoungpeoplewould
notdiscusswithstaffbecausetheyfeared
confidentialitywouldbecompromised,
theywouldbetooembarrassedor
misunderstood:“Inmyschoolthere’sa
goodmanbutyoucouldn’ttalktohim
aboutgirls’stuff”(Co.Armagh,aged
9-15).Approachableteacherswerethose
whorespected,caredabout,understood
andspoketochildrenontheirlevel.
Strongandreliablerelationshipswith
professionalworkerswerepredicatedon
mutualrespect.Youngpeople’srespect
dependedontheattitudesandactionsof
thosewhoprovidedforthem,listenedand
advocatedontheirbehalf.Youthworkers
werethemostfrequentlynamedtrusted
supportproviders:
“[Ouryouthworker]takesthetimeto
helpus…sheunderstandsus.”(Co.
Armagh,aged13-24)
YP: “Hedoescareaboutusyeknow.”
YP: “Heknowsus.”
YP: “He’sdonegoodstuffforus.”
YP: “Hestuckupforus.”(Co.
Fermanagh,aged13-15)
“Theydon’tjumptoconclusionsifwe’re
standin’inthestreetdoin’stuff…
Theyworkedwithyoungpeoplebefore
sotheyknowthatnotallofusare
bad,like,andtheyenjoyworkin’with
youngerpeoplebecausewhentheytake
usawayonresidentialsthey’respendin’
thewholeweekendwithus…andsome
ofthemmightn’tevengetpaidforit.”
(Co.Derry,aged16-17)
Theclosenessofrelationshipswith
individualworkersgeneratedawillingness
toopenup:
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124
“Theyjustknowwheneverthere’s
somethin’wrongwithya.”(Co.
Armagh,aged12-21)
Thereweremanyexamplesofyoungpeople
benefitingfromgroupandone-to-one
work.Particularlyforthosewholacked
good,supportiverelationshipselsewhere,
individualyouthorsupportworkerswere
important.Ayoungwomandescribedher
relationshipwithhersupportworker:
“…youcouldarungheratanytimeof
thedaylike.Youcouldarungherat3
o’clockinthemornin’ifsomethin’had
ofhappenedinthehouseandshewould
bethereforyestraightaway.”(Co.
Derry,aged21:heremphasis)
providechildrenandyoungpeoplewith
goodqualityinformationandadvicenot
availablethroughschoolorinthehome.
Ayoungyouthleaderraisedthepractical
difficultiesassociatedwithaccessingsuch
provisionwithinyouthservices:
“Youngpeopleneedinformation,more
courses-drugscourses,alcoholcourses,
sexeducation.Weneedtopayifwe
wantthemin.Thereareverylimited
coursesforfree…It’sonlywhenwe
wouldgetfundingtobringthemin.If
wecan’tpaythem,wecan’tgetthem.”
(Co.Derry,aged19)
Identifieddeficienciesinschoolrelated
tocareersadvice,sexandrelationship
educationandhealthissues.Children
Somedescribedyouthandcommunity
andyoungpeoplerecommendedthat
projectsasprovidingaplacetorelax,
provisionshouldbemorepracticaland
wheretheycouldbethemselvesandtalk
deliveredbythosewithrelevantexpertise.
withpeerswhohadexperiencedsimilar
Inonecommunity,therewasnosexual
concerns.Asonegroupstated:“Youcome
healthclinicwithinreasonabletravelling
uphereanditreleasesthestressofyour
distance.Thiswasanissueofparticular
day”(Co.Derry,aged15-19).
concerntoyoungpeople,givenwhatthey
consideredtobeinadequatesexeducation
Manyofthechildrenandyoungpeople
interviewedhaddifficultyidentifyingother inschools.However,thoselivinginarural
servicesandsourcesofsupporttheywould communityfeltthatifsuchprovisionwas
finduseful.Rather,theysuggestedchanges availablelocally,theywouldnotaccess
itforfearofbeingidentified.Theirlocal
to,orextensionsof,whatwasalready
availableintheircommunitiesandschools. youthproject(currentlyunderthreatof
losingfunding)wastheirmeansofsupport
Prioritiesforadditionalsupportand
serviceswerebasedon:genericneedsforall andadvice,andactedasthemainreferral
pointtootherservices.
childrenandyoungpeople;specificneeds
incommunities;individualorpersonal
Inanothercommunity,wheremost
needs.Thetwomostfrequentlyraisedareas
education,youthandleisureprovisionwas
fordevelopmentwereexpandedyouthand
segregated,cross-communityprovisionwas
communityprovision,andinformation
prioritised:
andadviceavailableinschools.Improved
youthprovisioncentredondrop-in
“Weneedmoreplaceslike[project
facilities;betteropeningtimes;adequate
currentlyattending]whereweare
long-termresourcingtoensurethe
treatedthesame,regardlessofreligion,
continuationofprogrammesandprojects.
andwherewearegivenachanceto
Additionalfundingwasalsorequiredto
mix.”(Co.Tyrone,aged12-15)
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125
Youngpeopleandworkerswhohad
experienceddifficultiesinaccessing
appropriateprovisionforindividualsraised
theissueofpoormentalhealthservices:
“IwouldsaythelasttwomonthsI’ve
hadanexperienceoftryin’toget
somebodyintoamentalhospitaland
they’venobeds.Andthentheysay,
‘Awwthere’splentyofhelpoutthere’,
butthere’snotconsiderin’thehelpthey
needistobelockedupforawhilewith
thecounsellin’andwhatever.Butthey
can’tgetitbecausethere’snobeds.So
they’resenthomeagain.Firstthing
they’regoin’todowhenevertheyget
tothehouseistop[kill]themselves,
ordosomethin’…you’rewaitin’on
anappointmentformaybeamonthor
twodowntheline.What’sthatperson
supposedtodothat’smentallyillfora
monthortwo?”(Co.Derry,aged22:her
emphasis)
Communityrepresentativesidentified
manygapsinsupportservicesforchildren
andyoungpeople,particularlyconcerning
mentalhealth.Intwocommunities,
motherswhosechildrenhadtakentheir
ownliveshadfoundedsupportservices
tomeetthedeficitinstatutoryprovision.
Onereportedthehighincidenceofselfharmwithinhercommunityandlack
ofasupportgrouporcounsellors.Many
communityrepresentativesnotedlimited
provisionofchildandadolescentmental
healthservices,inadequatesupportfor
parentsconcernedabouttheirchild’s
mentalwell-being,longwaitinglistsfor
counselling,lackofaftercareforthose
dischargedfromhospitalanddoctorswho
areinadequatelytrainedtorespondto
depressionandself-harmamongchildren
andyoungpeople.Reflectingonthe
relativelyhighincidenceofdepression
amongprimaryschoolchildreninthe
communitywheresheworked,ahead
teachercommented:
“Thereisonechildwhoisobsessedwith
death.Heisverywithdrawnandclearly
depressed.Theschoolisworkingwith
hismothertogethimsomehelp,but
havebeenunsuccessfultodate.”
Givenconcernsabouttheemotionalwellbeingofchildrenandyoungpeople,a
numberofprojectsacrossthecommunities
hadattemptedtoprovidesupport(oftenat
therequestofyoungpeople).Thisincluded:
securingfundingforcommunityhealth
workers;bringingspecialistsintoyouth
projectstodeliversessions;commissioning
counsellors;runningspecificprogrammes;
workingwithyoungmothersinrural
areas.Manynotedlackofinputfrom,
andthenarrowemphasisof,statutory
serviceprovision.Themainproblemswere
perceivedtobe“highlevelsofneed”and
“anunder-resourcedservice”.Consequently,
serviceswerereactiveandcrisis-based,
deliveredtothoseconsideredseriousrisks.
Youngpeoplewithnon-acutemental
healthproblemsdidnotreceivenecessary
services,leavingvoluntaryandcommunity
providerstodealwiththedeficit.
Barriers to provision of
effective services and support
for children and families
Assessing, identifying
and meeting need
AdaptingHardikeretal.’s(1991)modelof
preventioninchildcare,children’sservices
inNorthernIrelandarebasedonfour
levelsofprovision:
- level1:universalservices‘forall’
children,youngpeopleandfamiliesat
allstagesofachild’s/youngperson’slife;
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126
- level2:targetedearlyintervention
programmesforchildrenandfamilies
needingextrasupport,directedat
children/youngpeopleperceivedtobe
‘vulnerable’or‘atrisk’(ofabuse,neglect,
offending);
- level3:servicesandsupportfor
childrenandfamiliesneedingintensive
assistance,directedbyoneormore
agencyatchildren/youngpeople‘in
needinthecommunity’;
- level4:specialisedservicesforchildren
andfamiliesincrisiswhoneedurgent
intervention,focusingonindividual
children/youngpeople‘inneedof
rehabilitation’inwhichservicesare
designedtopreventharmandprovide
a(usuallyresidential)opportunityfor
intensiveintervention.
Statutoryprovisiontargetslevels3and
4.Earlyinterventionworkatlevels1and
2isgenerallyprovidedbythevoluntary
andcommunitysectors.Community
representativesdescribedhowresearch
inlocalcommunitieshadproduced
evidenceofneed,formingthefoundation
forsuccessfulfundingapplicationsand
theappointmentofworkerstodevelop
programmestorespondtoidentified
need.Afewnoteddisparitiesbetween
howindividualsorfamiliesdefinedtheir
needsandhowneedswereassessedby
professionals:“Thebiggestproblemis
adultsthinkingtheyknowwhatyoung
peoplewantandtryingtofityoungpeople
intoit”.Accordingtoanothercommunity
representative:
“Therearealotofservicesthere,but
theyarenotbeingaccessed.Theyareon
paralleltracks-servicesarethrownat
youngpeople,butitisn’tbasedonneed.
It’slikepushingsquarepegsintoround
holes.Amoreco-ordinatedapproachto
workingwithfamiliesisneeded,with
servicesbecomingmoreconvergentto
reachsharedoutcomes.Thereisnot
enoughinvolvementofserviceusers.
Outcomes[that]professionalsare
aimingforandoutcomes[that]young
peopleandfamiliesareaimingforare
different.”
Thispersonalsonoteddifficultiesin
addressingtheneedsofyoungpeoplewho
donotaccess,orhavebeenexcludedfrom,
community-basedservices.Forthem,
thereisoftena“divergenceofservices”and
individualsbecome“stuckinaprofessional
path”ratherthanbeingsupportedto
accesscommunity-basedprovision.There
werealsodisparitiesbetweenperceived
needsandactualservicesprovided.Some
describeda“referralculture”through
which“childrenandfamiliesaretold:
‘We’llreferyoutoa,b,andc,andthey’ll
sortyouout’.”Thisapproachhadfailedto
engagechildrenandfamiliesoreffectively
meettheirneeds.
Communityrepresentativescalledfor
“diligence”whenassessingyoungchildren’s
needs,leadingtointerventionandsupport
attheearlieststage.Onceneedwas
identified,a“collectiveconsiderationof
issuesanduseofresources”shouldfollow.
Thisshouldnotberestrictedbythe
schoolcurriculumorprioritiesforhealth
strategies.Decisionsaboutallocationof
resourcesshould“protectfamiliesfrom
changesinprioritiesandbesustained,
witheveryoneworkingtothesameends”.
Theyshouldalsobebasedoninformed
localknowledgetoensurethatservices
are“designedanddeliveredinawaythat
meetstheneedsofthecommunity”.For
thistohappen,astrongrepresentation
ofcommunity-basedrepresentativeson
managementcommitteeswasrequired:
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127
“Theyknowwhereneedslie”andcanlimit
“othersstartingtosoftenorcushionwhat
couldbedone”.
Someconsideredthatneedswerenotmet
becauseoflimitedunderstandingabout
thelivesoffamilies.Oneexamplewas
theremovalofchildrenfromlists,such
asspeechandlanguagetherapy,ifthey
missedtwoappointments.Thisignored
thepracticaldifficultiesexperiencedby
manyparentsintakingtheirchildrento
appointmentsandgavetheappearance
“thatneedisdecreasingwhenthisis
notthecase”.Anotherexamplewas
reluctancetoreportcrimeand/orantisocialbehaviourduetofearofreprisals.
Thisledtothecommunitylackingsupport
inrespondingtotheseissues:“Nocrime
reported,thereforenoresourcestoaddress
theproblem”.
Adultsacrossthecommunitiesreported
gapsinspecificprovision,notinghowthis
exacerbatedpovertyanddisadvantage.
Somecommentedonthedifficulties
involvedinrecruitingcommunity-based
healthprofessionalssuchasdentistsand
GPs,particularlywhenthesecouldearn
highersalariesintheprivatesector.Others
notedtheabsenceofastrategicyouth
workpolicy.15-16yearoldswhowerenot
attendingschool,whowereinvolvedin
anti-socialbehaviour,whohaddifficult
relationshipswiththeirfamiliesorwere
beingthreatenedby‘paramilitaries’in
theircommunities,wereconsideredbyone
communityrepresentativetobe“falling
throughthenet”-statutoryserviceswere
reluctanttoworkwiththeseyoungpeople
astheywerenottheresponsibilityof
children’sservicesoncetheyreached16.
community,thisincludedintroducinga
rangeofprogrammeswithinaprimary
schooltoraiseself-belief,confidence,
andexpectations.Foryoungpeopleit
wasconsideredthatthisshouldinclude
provisionofsafe,non-judgementalspaces
inwhichtheycouldexpressandexplore
personalissuesor“tellthestoriesoftheir
lives”.Allcommunityrepresentatives
emphasisedrelationshipbuilding,especially
withparents.Itwasrecognisedthat“the
peoplewhoneedmosthelpdon’tstep
forward”becauseoflowself-esteem,lack
ofconfidenceanddifficultiesinadmitting
thattheyrequirehelp:
“Projectshavetobeveryattractive
andyouhavetobuilduprelationships
oftrust,whichisnoteasy.Peoplesay
‘Whatareyougoingtodoforme?’In
anycommunitytherearepeoplereadyto
move,butbeneaththattherearelayers
ofpeoplenotinthatstateofreadiness.
Youneedtoreachthemincrementally
…Youcan’tforcepeopletochange–
theyhavetogrowintoit.Alternatives
andopportunitieshavetobecreatedto
enablethemtoseethisispossible.”
Thisrepresentativearguedthatan
“educativeprocess”wasnecessary“for
peopletobefullyengaged”-“guarantees
andaccountabilitycanbebuiltin”tothis
processand“increasedresponsibilitywould
leadtopowertochangetheirlives”.Two
othercommunityrepresentativesraisedthe
importanceof“communityknowledge”:
“Weneedtogetbacktoaprocessof
empoweringbygivingknowledgeto
peopletochangethingsthemselves–
tryingtocreatea‘cando’culture.”
Itwasthespecifiedroleofsome
Communityrepresentativesalsodiscussed
organisationstosupportcommunities:
theneedforprovisiontopromotechildren’s
“tomovetowardschangeandeffect
andyoungpeople’sself-esteem.Inone
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128
thatchangethemselves”byprovidingor
facilitatingaccesstotraining,helpingthem
developpolicies,supportingcompletion
offundingapplications,informingthem
aboutrights,advocatingontheirbehalf
whenstatutorydutieswereneglected.
Communityrepresentativesinthree
areasmentionedinvolvementin‘crosscommunity’projectsbutnotedthe
sensitivityofthiswork,withone
referringtoitas“thehiddengemofthe
community”.Inonecross-community
projectitwasconcludedthat“poverty
anddisadvantagetranscendthesectarian
divide–theconflictisanaddeddimension
topoverty,notthebeallandendallof
it”.Despitethevalueofthiswork,itwas
notpromotedasanexampleofeffective
practiceastherewasoftenalackof
communitysupportforsuchwork.
Aspreviouslynoted,structuralpoverty
wasidentifiedasthemainissueaffecting
thesecommunities.Thiswasperceived
as“embedded…multi-generational
…compoundedintheareaovertime
[without]helpbygovernmentagencies”,
althoughthehistoricalcontextsofpoverty
andunemploymentineachcommunity
weredifferent.Acrossallcommunities,
thetransitionfromconflicthadnotled
tonoticeablestructuralchange.Ata
‘regional’level,disparitiesininvestment
hadpersisted.
Financial, bureaucratic and
procedural constraints
Fundingconstraintshadamajorimpact
onprogrammesandprojects.Onseveral
occasions,fundinghadbeenreceivedfor
specificprogrammesbutnottopaysalaries
forthenecessaryworkers.Withinyouth
services,thishadresultedinlessdetached
youthwork,areductioninlonger-term,
programme-basedworkandadecreasein
one-to-oneworkwithyoungpeople:
“Itisironicthatthereisaperceived
increaseinanti-socialbehaviouramong
youngpeopleandatthesametimea
reductionintheamountspentonthe
youthservice.”
Manyreportedthatprogrammeswere
increasinglyfunding-led,ratherthan
needs-led.Thus,thefocusofworkshifted
tomeetchangesinfundingcriteria,and
workersattemptedtoaltertheneedsofthe
community/grouptomeetthedemandsof
adifferent(andsometimesinappropriate)
setofoutcomes.Servicesbasedon
identifiedneedsometimeshadtocloseor
changefocus.Often,theneedsofchildren
andyoungpeopleweresubsumedwithin
anadult-definedfundingagenda:
“Thetypeofworkyoudoisdictatedby
funding…Nowwomenandchildren
arethefocusforfunders.Before,itwas
theelderly.”
“Everycommunitygrouphasanti-social
behaviouronitsagenda.Thiscomes
fromtheadultperspective.”
Dependenceonnon-statutoryfunding
alsomeantthatmuchworkwasfocused
on‘topicalissues’andcurrent‘problems’,
thecontextofwhichwassometimes
lost.Duringtheprocessoftransition
inNorthernIreland,thisincreasingly
prioritises“makingthecommunityready
forthenextgeneration”,inwhichfunding
isallocatedtonewgroups,newinitiatives,
ornewgovernmentprogrammes-with
littlereferenceto,ornegotiationwith,
existingcommunitygroups.
Theadministrativedemandsoffunding
bidswereconsideredtime-consumingand
frustrating:
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129
“Asacommunityworker,myrole
shouldbedoingresearch,audits,finding
outwhatthecommunitywant.ButI
spendmytimeoffice-basedbecauseof
theamountofpaperworkrequiredby
funders.”
fearlosingfundingtoothersproviding
similarservices.”
Short-termandinsecurefundinghad
severeconsequencesforworkers.Lackof
jobsecurityandprofessionaldevelopment
opportunitiesresultedindecliningstaff
Informationsoughtbyfundersoften
moraleandretention.Acommunity
focusedinappropriatelyonthenumbers
representativestated:“Notmuchvalueis
involvedand‘hard’,easilymeasurable
placedonstaffandworkers”.Othersnoted
outcomesratherthanthequalityofwork
thelackoftrainingopportunitiesforpartcarriedoutand‘soft’outcomeswhich
timestaffandvolunteers.Thecontributions
makelong-termcontributionstopeople’s
ofvolunteersrequiredrecognitionand
livesbutarelesseasytoevidence(suchas
supporttoavoidresentmentbetween
raisingself-esteemandconfidence):“People volunteersandpaidworkers,who“maybe
becomenumbers,wards.Thefocusneeds
abletoattractmoreresourcesandtraining,
toreturntopeople.”
whileothersaredoingthisworkforfree”.
Someareashadnofull-time,qualified
Organisationswithincommunities
youthworkerforsubstantialperiodsof
werepushedintocompetitionforscarce
time.
resources,endangeringpartnership
working.Theabilitytopursuelong-term
Itwassuggestedthatregulations
strategicworkwasoftencompromised:
concerningchildprotection,healthand
safety,andpublicliabilityinhibitedwork
“Thosewithresponsibilityforresources
withchildrenandfamilies.Community
aretoocaughtupincreatingand
representativesemphasisedneedfor
maintainingthepiethathastobe
agreater‘balance’inregulations,less
sharedout.What’sneededislong-term,
bureaucracyandmore“spacetodeliver
committedinvestment.”
initiatives”.Onesuggestedthat“top-heavy”
regulationsandprocedures,unnecessary
Lackofsustainablefundingbrought
frustration,vulnerabilityand‘territoriality’. paperwork,inspectionsandassessment
ledto“families…notbeingservicedin
Significanttimewasspentsearchingfor
termsofgoodqualityservices”.Therewas
funding,tryingtosustainprojectsand
considerabledisparityinunderstanding
holdingbackinformationandideasthat
‘childprotection’.Severalcommunity
couldbeshared:
representativesprovidedexamplesabout
“…peoplehidetheirbestideasas
restrictionstheyperceivedwerebeing
theydon’twanttoloseouttosomeone
imposedbychildprotectionguidelines:
elseonthefunding.Thereisafeeling
“Wearenotbuildingenoughselfthatwhatwehave,wehold–outofa
sufficiencyskillsinchildren.Itisall
scarcityculture.”
aboutprotection,butchildrenneedto
“Thereisalotofworkgoingonin
takeriskstoo.”
[community],butitallgoesonbehind
Whilechildrenandyoungpeoplemight
closeddoors–youdon’tknowwhat
beencouragedtoactautonomouslyand
othersaredoing…becausepeople
ServicesandSupport
130
takerisks,whentheypursue‘self-sufficient’
actionstheyareoftendemonisedor
perceivedtorequiregreaterregulation.
Therewasalsoaperceptionthatchild
protectionpolicieshad‘tippedthebalance’,
toprotectadultsfromallegationsofabuse
orharmratherthanaccommodatingthe
bestinterestsofchildren.Thishadcreated
aclimateoffearandself-regulationin
adults’interactionswithchildren,which
couldunderminechildren’sprotection:
“There’snocommonsense…Ifachild
fallsandgrazesherknee,youhaveto
getherparents’permissiontoapplya
plaster…ifachildgetsupset,youhave
tobecarefulhowyoucomfortthem
…Policiesarethereforgoodreasons,
butthey’vetippedthebalance.”
Volunteersalsovoicedconcernsthat
reflectedmisconceptions:
“Childprotectionhasgoneoverboard
…everyoneistreatedasapaedophile.
You’renotallowedtodoanything…a
childneedslovebutyou’refrightenedto
giveahugifachildiscrying.”
“Iwasfrightenedtotietheshoe-lacesof
a5yearoldgirl.”
Sector ethos and
partnership working
Amongcommunityrepresentatives
therewasaperceptionthatthestatutory
sectorwasdependentonvoluntaryand
communitysectorprovision:
“[community]isoneofthemost
deprivedareasforchildpovertyoutof
556wards…butstillthegovernment
andstatutorysectorareleavingitto
thevoluntaryandcommunitysectorto
devisemeansofrespondingtothis.If
theywerenottheretodoit,whatwould
happen?”
Despitestatutorysectorrepresentation
onrelevantcommittees,andauditsofthe
workcarriedout,therewasareticenceby
BoardsandTruststoapproveinitiatives
suchascommunity-basededucationwelfare
provision.Communityrepresentatives
suggestedthatthevoluntaryand
communitysectorsshouldbemoreinvolved
incommitteesmakingdecisionsabout
allocationoffunding(currentlydominated
bythestatutorysector).
Whilesomeconsideredtherolesofthe
voluntaryandstatutorysectorshadbecome
increasinglyblurred,othersstatedthat
theworkofthesectorswasdifferentin
ethosandprinciples.Onecommunity
representativenotedthatvoluntary
sectororganisationswere“furtherdown
theroadintermsofstrengths-based
models”,emphasisinga“philosophyof
careandnurturing”.Smallervoluntary
organisations,however,hadminimal
infrastructuralsupport,whichaffected
workers’knowledgeabout:thelocal
context,existingservices,potential
partnershipsandsourcesoffunding.
Communitysectorrepresentatives
highlightedthepracticaldifficulties
ofpartnershipworkingbetweenthe
statutorysectorandvoluntary/community
sectors.Describingtheintroductionofa
NeighbourhoodRenewalStrategy,one
stated:
“Thestatutorybodiesdon’tknowwhat
theycanputintothepot.Allthe
fundingisputintoonepotandthe
communityaresupposedtodecidehow
tospendit.Thisisasoundconcept.
Butthestatutorysectoriswantingto
putaslittleinastheycan.Theyknow
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131
howgoodcommunitiesare.There’s
adependencyonthevoluntaryand
communitysector.”
Questioningthefundingandmanagement
of‘extendedschools’,anothercommunity
representativesuggestedacollaborative
approachbetweenschoolsandchildren’s
servicesplanningwouldhavebeenmore
appropriate:“thenschoolswouldhave
knownwhattheareasofneedwere
andtailoredextendedschoolsmoney
accordingly”.Anothernotedthatuseof
differentapproachesandlanguageby
differentserviceproviderscausedproblems
forserviceusers.
Withineachcommunity,specificissues
hadconsequencesforpartnershipworking.
Inonecommunity,“Therearelotsof
resourcesinthearea,buttheyarenot
necessarilymappedorworkingtogether.”
Thisimpliedthatpartnershipworking
wasmoreatheoreticalobjectivethana
practicalreality.Inanothercommunity,
arepresentativediscussedlackofcoordination:“Somegroupsdon’ttalkor
meet.Theydon’tcometogether.Thereis
afearoflosingtheiridentityasagroup.
Thismakesithardtopushapartnership
approach.”
applications,recruitmenttoprogrammes
andopportunitiesforpartnershipworking.
Insomecommunities,poorrelations
betweenlocalresidentsandthepolice
affecteddevelopmentofpartnership
working.Forthoseinvolvedina
community-basedrestorativejustice
schemewithyoungpeopleinaRepublican/
Nationalistcommunity,workersstruggled
tomaintainlocalcredibility(particularly
sincetheintroductionofguidelines
requiringthatthepoliceshouldbepassed
informationregardingcriminaloffences).
CommunityrepresentativesinaLoyalist/
Unionistcommunityconsideredthat
difficultiesinbuildingtrustbetweenthe
communityandthepolicewereexacerbated
by:ahighturnoverofcommunitypolice
officers;ineffectivecommunicationby
policeofficerstowardsyoungpeopleand
minimalinvolvementinyouthactivities;
perceivedlackofinterestandaction,
insufficientresourcesandlimitedpolice
powers;slowpoliceresponsetoemergency
calls.
Positivelinksbetweenschoolsandtheir
localcommunitieswereconsideredvital,
particularlyinaddressingthesocialand
healthneedsofchildrenandtheirparents.
Suggestedpossibilitiesforimproving
Intwocommunitiesofthesamecultural
andstrengtheninglinksbetweenthe
identity,membersfromdifferentpartsof
communityandtheschool(andthus
thecommunityneithertrustedeachother
improvingsupportforfamiliesand
norworkedtogether.Thusorganisations
children)included:aparentworkerineach
promotingcommunitydevelopment
school;alinksocialworkerinschools,
becameinvolvedin“aparallelprocess”-
whereappropriate;locationofspeechand
workingwitheachareaseparatelybuton
languagetherapyinschools;increased
thesamesetofagreedissues.Thisdivision
accesstotrainedcounsellorsinschools;
resultedindifficultiesfinding‘neutral
increasedfamilysupportservicesinschools
territory’forthelocationoffacilities,which
-accessingadultsthroughtheirchildren;
wouldotherwisebeusedonlybypeople
workshopsforparentsaboutthevalueof
fromtheareainwhichtheyweresituated.
playasadevelopmentalnecessity.
Thesedivisionsimpactedonfunding
ServicesandSupport
132
Improving services for
children and families:
suggested ways forward
Incommunities“beleagueredby
unemployment,poverty,depression,
domesticviolence”,thecapacityofparents
tocopewitheverydaylifeaswellasmeet
theirchildren’sphysical,emotional,social
andeducationaldevelopmentwasunder
constantpressure.Community-based
workershadoftenworkedwithparents
whentheywerechildren.Theysuggested
thatinterventionsshouldbefamilyfocused,“workingonafamilybasisand
advocatingforfamiliestosowtheseedsof
change”:
“Spendingtimewiththewholefamily
toworkoutwhatthefamilyneed
andnotworkingonthedeficitmodel
because,inreality,mostparentswant
thebestfortheirchildren.”
Theyemphasisedpreventativeworkrather
than“immediateresponsestoproblems”.
Oneworkerdescribedhow“lowintensity”
programmesoveralongperiodoftime
(forexample,childrenfromthesame
familyattendingsummercamps)reduced
tensionwithinfamilies.Earlyintervention
alsoprovidedmotivationandsupportfor
familiestoaccessservices.Onecommunity
representativesuggestedthatorganisations
should“recognisetheblockstheypresent
topeoplecomingthroughthedoor”,and
providea“lead-in”toservices.
Theimportanceofacknowledging
changingfamilystructuresandchildren’s
diverseexperiencesoffamilylifewere
alsodiscussed.Thisincludedtheimpacts
ofparentalseparationordivorce,parents’
involvementwithmultiplepartners
andcomplexextendedfamilies.They
emphasisedpromotionofself-esteemand
strengthsofparents/carers–reinforcing
thedevelopmentofpositiveattitudesand
aspirations:
“Toooftenwestartwithadeficitmodel,
withtheideathatthereissomething
wrongand,ifwecangetthefunding,
wecanfixit.Itisnotjustabouthaving
facilities.It’saboutfacilitiesinthemind,
andchangingthese.”
Insomecommunities,considerablework
hadbeencarriedoutovertimewith
minimalpositiveimpactonpeople’slives.
Povertylevelshadremainedhigh,socioeconomicdifferentialshadremained
constantand“awidergapbetweenthe
havesandthehave-nots”hadconsolidated:
“Hugeresourcesarebeingpouredinto
thearea.Butwhatarepeoplegetting
forthat?It’snotimpactingonpeople’s
lives…weknowit’snotmakingany
difference.”
Inruralareas,resourceswerenot
distributedevenlyacrosscommunities.
The“scatteringofpeople”,poorpublic
transport,divisionsbetweenareas,and
“possessiveness”,maderesourcesharing
difficult.Acrossallcommunities,
partnershipsbetweenstatutoryservices
andvoluntary/communityprojectswere
identifiedasvitalforresourcesharing.
Usingresourcesforcapacity-buildingwas
raisedasasignificantissue-to“create
relationshipswithyoungpeoplethat…
aren’tevidentinotherareasoftheirlives”.
Thiswouldestablishthe“groundwork
beforegettingintoprogramme-based
work”.Whilesomeconsideredthatquality
youthworkneednotbeexpensive,others
statedthatworkonrelationshipswas“nota
cheapoption”,sinceitis“heavyinhuman
resources”.
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133
Asdiscussedpreviously,community
representatives(aswellaschildrenand
youngpeople)commentedthatadultsoften
viewedyoungpeopleasathreat:
“Adultsarefrightenedofyoungpeople
andfrightenedtosayanythingtothem.
Peoplejuststayindoorsandhopethey
goaway.”
“Thereneedstobemoreworkbetween
adultsandyoungpeopletogetridof
thefearandmistrust.It’slikeavicious
circle,whereadultsremainfearfulof
youngpeopleandchildrenmistrust
adultsbecauseofthewaytheytreat
them.”
“…everythingisblamedonthem
[youngpeople]andthisstopspeople
[adults]takingresponsibility,control,
movingforward.It’seasiertositback
andsay,‘Wecan’tdoanything’.”
Oneyouthworkerstated:“the
intergenerationalgapisgettingbigger
–thereismorefearamongolderpeople
aboutyoungpeopleandolderpeopledo
notrespectyoungpeople”.Childrenwere
“notrespectedinmanyareasoftheirlives–
thereisaneedformutualrespecttobridge
thegap”.
responsesandproblem-solving–our
valuesarealluptheleft.”
Whileitwasrecognisedthatcommunities
oftenexperienceddifficulties‘policing’
youngpeople,communityrepresentatives
reiteratedtheimportanceofnotsolely
focusingonbehaviourwhileignoringits
context.Itwasacknowledgedthat,“some
youngpeoplehavepowerthatcanbe
harmful”,butsuggestedthat:
“…nochildburnsoutcars,orstabs
someoneifthey’relovedorhavea
connectednesswithpeopleortheir
community”.
Despitesomescepticism,positive
interventionshadbeenestablishedto
improveintergenerationalrelationsand
youthworkershaddevelopedstrong
relationshipsbasedonmutualrespectwith
so-called‘hardtoreach’youngpeople.
Manyrecognisedtheneedforfurther
developmentofintergenerationalwork,
andtherewasacommitmenttoworking
towardsgreaterunderstandingof,and
respectfor,youngpeople.
InoneRepublican/Nationalist
community,thecentralroleofvoluntary
youthleadersandcommunityactivistswas
acknowledged.Theseindividualsworked
Effortstoincludeyoungpeople,and
with“the‘toughestyoungpeople’whodon’t
programmesprovidedforthem,were
wanttoknowaboutstatutoryprovision”.
notalwaysbasedonwhatyoungpeople
Asonecommunityrepresentativestated:
wanted.Thefocuson‘anti-socialbehaviour’
“Therewasthepragmaticrecognitionthat
insomeareashadledtoadult-defined
iftheydidn’tworkwithyoungpeopleand
programmedevelopmentwhichstarted
havetheskills,charismaanddesiretodo
fromanassumptionthatyoungpeople
so,thesituationwouldnotgetanybetter”.
wereaproblem:
Communityactivistshadalsodevelopeda
localcommunityinitiativewhichincluded
“Thereisanethosthatidentifiesyoung
anEarlyYearsNetworkandaCommunity
peopleasaproblem,totheextentthat
HealthInformationProgramme.They
webuildtheeuphemismofanti-social
wereinvolvedinotherinitiatives,
behaviour.Itisallaboutpunitive
including:aHealthyLivingCentre;
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134
youthclubs;SureStart;aTrustproviding
programmes,services,information,
educationandtrainingtomeetidentified
localneeds;neighbourhoodpartnership;
communityforum;parentandtoddler
group;communitygroupsandclubs.
educationaland‘Citizenship’programmes;
summerschemesthroughouttheholiday
period.
Youthandcommunityworkersoftenused
a“progressiveparticipation”approach.
Initiallyinvolvingor‘recruiting’young
RepresentativesinaUnionist/Loyalist
peoplethroughdetachedwork,they
communityhighlightedhowacoregroup
builtteamworkskillsthroughgames,
ofvolunteershadworkedonvarious,
activitiesandsport,anduseddrama
long-establishedcommunityprojects.
orgroupworkasastartingpointfor
Withminimalsupportfromwithintheir
enablingyoungpeopletoexpressemotions
communityorstatutoryservices,they
withouthavingtopersonalisethem.
haddeveloped:aresidents’association;an
Thisprogressedtopersonaldevelopment
environmentalactionteam;anafter-school work,providingprogrammesleadingto
project;aneighbourhoodrenewalboard;a
formalqualificationsoraccreditation.
youthcentre;acommunityforum.Manyof Furtherprogrammesopenedopportunities
theseindividualswerenowseniorcitizens
foryoungpeopletoreceiveleadership/
andexpressedconcernabout“getting
coachingtrainingorexperienceof
othersinvolved”.Theynotedthetimetaken volunteering.
forprojectstobecomeestablishedand
Withinthecommunitiestherewas
acceptedwithincommunities:
evidenceofintensive,valuablecommunity“WhenSureStartfirstcametothearea, basedworkbynon-statutoryorganisations
residentswouldn’tgetinvolved.Ithas
andindividualscommittedtocommunity
onlytakenoffinthelastyearandit’s
development.Thisworkwasconsistently
beenhereforfiveyears.”
underminedbypressurestosecurelongertermfunding,retainexperiencedstaff
Representativesacrossthecommunities
andsecureprofessionaldevelopment.Yet
emphasisedtheimportanceofproviding
thesewereessentialservicesdelivering
activitieswhichwereaccessibleattimes,
significantinterventionistworkbased
andinaform,thatsuitedchildrenand
onsoundrelationships,especiallywith
youngpeople.Successfulprojectsincluded
childrenandyoungpeople.Theevidence
ayouthcentrethatopenedsixdaysaweek,
presentedhereaffirmsthenecessityof
providingdetachedandprogramme-based
adequatelyresourcedservicesthatmeetthe
workfocusedonraisingyoungpeople’s
needsofchildrenandyoungpeoplewithin
self-esteemandenhancingtheirpersonal
communitiesexperiencingthedualimpacts
development,andyouthprogrammes
ofmaterialdeprivationandcontinuing
thatofferedYouthAchievementAwards.
conflict.
Throughtheseawards,youngpeople
receivedrecognitionfortheirworkwithout Key Issues
aformalassessment.Othersuccesses
included:alatenightsoccerleague;healthy - Children and young people felt that poor
play/youth provision was an indication of
eatingclasses;issue-basedmusicand
their low status in communities.
drama,leadingtoperformances;filmand
pizzanight;drop-incentres;accredited
ServicesandSupport
135
- Of those adults with whom they had regular
contact, children and young people felt most
respected by youth workers.
- Community/ youth projects acted as a local
support service for children and young
people. Individual workers often filled the
void for those who lacked positive adult
relationships.
- Children and young people considered they
could be better supported through expanded
community/youth provision, as well as
improved quality of information and advice
in schools.
- Young people noted the difficulties involved
in recognising the signs of depression and
poor mental health amongst their peers.
Some stated that they were silenced by
embarrassment or the stigma associated with
poor mental health.
- A significant minority of children and
young people had experienced the death of
a relative, friend or acquaintance through
suicide.
- Young people perceived a connection
between boredom, low self-esteem, feeling
down and use of alcohol or drugs as a means
of filling time, increasing confidence or as a
form of escape.
- Some community representatives related
the high incidence of young people taking
their own lives, self-harm and depression
to emergence from conflict and young men
lacking identity or status.
- Community and voluntary groups
considered that they were expected to meet
the deficit in local services.
- Programmes and projects for children/
young people were increasingly funding-led,
rather than needs-led. Adult concerns, rather
than those of children and young people,
dictated funding agendas.
- Opportunities for qualified youth workers
to utilise their skills were limited by time
spent applying for funding and satisfying
administrative demands made by funders.
- Insecure funding forced organisations
within communities to compete for scare
resources. This inhibited information sharing
and partnership working.
- Short-term, insecure funding had many
negative implications for organisations
aiming to develop services in communities:
limited opportunities to develop trust
and build positive relationships; loss of
foundational work; lack of sustainable,
developmental work; sudden rather than
gradual withdrawal of services; loss of
confidence and difficulties in recruiting for
future provision; difficulties recruiting and
retaining workers and volunteers.
- Long-term, holistic, preventive
programmes based on individual strengths
were considered more valuable than ‘crisis’
or reactive interventions.
- Intergenerational relationships appeared to
have worsened. Community representatives
prioritised the need to develop mutual
respect and understanding between
children/young people and adult community
members.
CHAPTER 11
THE RIGHTS DEFICIT
Children’s definitions of ‘rights’
In2007,theYoung Life and Times survey
of16yearoldsinNorthernIreland
questionedtheirknowledgeabout
children’srights(ARK2008).Forty-nine
percentknewtheyhadrightsbuthad
noknowledgeofthem,41percentcould
‘listafew’,6percentstatedtheyhadno
rightsand4percentknew‘agreatdeal
aboutthem’.Inthefocusgroups,afew
childrenandyoungpeoplehad“noidea”
aboutchildren’srights.Otherssuggested
thattheyhadabroadunderstandingabout
rights,butcouldnotbespecific:
“Iknowwhatrightsare,butIdon’thave
acluewhattheyare.”(Co.Derry,aged
21)
“Youhaverightsalright,you’rebound
to…freedomofspeechandthat.”(Co.
Antrim,aged15-20)
Somefeltthat,aschildren,theyhadno
rightsorthattheirrightswererestricted:
“Wehavenorights.Parentshavethe
rights.”(Co.Tyrone,aged12-15)
“Adultswillonlyspeaktotheir
[childrens’]parents,nottothem.”(Co.
Derry,aged19)
Theyrecognisedthatadultsmakedecisions,
includingonchildren’sbehalf.Onegroup
concluded:“Wedon’thaveenoughrights”
(Co.Fermanagh,aged13-15).
Asignificantnumberofchildrenand
youngpeoplelivinginRepublican/
Nationalistcommunitiesmentioned“civil
rights”withoutofferingdefinitions.This
wasatermnotusedbythoselivingin
Loyalist/Unionistcommunities,reflecting
politicaldifferencesinconceptualising
rights.‘Civilrights’werenotperceivedas
relevanttoallcitizensbuttothosedefined,
ordefiningthemselves,asoppressedand
discriminatedagainst.
Overall,therewasalackofconsistency
acrosscommunitiesinunderstanding
rights.Onlyonegroupdefinedrightsas
entitlements.Forothers,rightsexpressed
permittedactions:
“Somethingyou’reallowedtodo.”(Co.
Down,aged10-11)
“Whatwecandoandwhatwecan’tdo.”
(Co.Derry,aged15-19)
“It’swhatyou’veearned.”(Co.Tyrone,
aged14-26)
Theseexamplesimpliedthatrightswere
notperceivedasuniversalandthatothers
(adults)decidewhetherrightscanbe
conferred,basedonjudgementsabout
whetherachildiscompetent,hasbehaved
appropriately,or‘deserves’tobe‘given’a
rightasaprivilege.
Emphasisonrightsasacontractual
relationshipwasexplicitlyrecognised
byonegroup:“Withrightsthereare
responsibilitiesthough”(Co.Tyrone,aged
12-15).Anothergroupacknowledgedthe
potentialforcompetingrights:“Butthe
personwhoistellin’yetogoawaywhen
you’replayingfootball,theyalsohave
rightstosay,like,‘You’redisturbin’us’”
(Co.Derry,aged15-19).
Severalchildrendefinedrightsbytalking
aboutwhattheyfulfil:“Awayofgetting
whatyouneed”;“Ifpeopledon’thave
rights,theydon’tlive”(Co.Tyrone,aged
12-15).Suchcommentsrelatedmainlyto
survivalrightsandhavingbasicneedsmet,
whichtheydidnotperceiveasrelevantto
theirlives:“Wedon’thaverights…People
inthedevelopingworldhaverights”(Co.
Armagh,aged9-15).
TheRightsDeficit
137
Othersgaveexamplesofspecificrights
suchasunemploymentorwelfarebenefits,
thelegalageforpurchasingcigarettesand
therighttohaveanopinion.Onegroup
listedrightsthattheythoughtpeopleshould
have,implyingthattheydidnothavethese
rights.Theseincludedtherightto:
“Enteranareaandfeelyoucango
there.”
“Marchfreeanywherewithoutthe
PSNIorotherpeoplestoppin’ye.”
“Befreeandleftalonetobeinpeace.”
(Co.Derry,aged8-14)
Afewdefinedrightsintermsofannoyance
ordissatisfactionwithactionsperceivedto
beviolationsoftheirrights:
“Weshouldn’tbeallowedtoget
searched,noway.”
“Ithinkweshouldbeallowedtowear
whatwewanttoschool.You’resweatin’
intheblazer.”(Co.Fermanagh,aged
13-15)
“Doyoumeanlike,sayIwasacouple
ofstreetsupfrommystreet,someone
wouldsay‘You’venorighttoberunning
roundthisstreet’cosyou’renotfrom
here’?”(Co.Derry,aged13)
Thisyoungpersonconnectedrightsto
broadersocialresponsibilities:“Everybody
lookingoutforeverybody”(Co.Derry,
aged13).
Whilesomearticulatedwhattheythought
rightswere,youngpeoplewereconscious
ofhavinglimitedformalknowledgeabout
children’srights:“Notsurewhatchildren’s
rightsare,aswewerenevertold”(Co.
Tyrone,aged12-15).Demonstratingthat
childrendidnotlearnabouttheirrights
becausechildren’srightswereignored
withinpopularandpoliticaldebate,one
youngwomancommented:
“Idon’tknowmyrights.Idon’tknow
anythingaboutmyrights…It’snota
naturalthingtothinkabout.ButIdo
think,ifitwassaidmoreabout–it’s
alwaysyehearaboutadults’rights,civil
rights.That’sallI’veheard.Younever
hearnothin’aboutweans[children].So
whynotsaywe’llgiveweanstheirrights
andalwayshavethemonthenews.”
(Co.Derry,aged21:heremphases)
Whenaddressed,asonegroupstated,
discussionofchildren’srightswasusually
negative:
“Wemighthaveheardofchildren’s
rightsandtherightsofteenagers-
mainlybecauseadultsarealwaysgoing
onabouthowwehavetoomanyrights
-butweknownothin’aboutanyofit.
That’sthereality.”(Co.Fermanagh,
aged16-21)
Asillustrated,therewasalackofdetailed
understandingaboutthemeaningofrights
andlimitedknowledgeaboutwhatrights
childrenandyoungpeoplehave.Only
onegroupdefinedrightsasentitlements,
withmostassociatingthemwithrewards,
responsibilitiesandrestrictions.This
illustrateshow‘rights’havebecomedefined
inpopulardiscourse,andhowlimited
anydiscussioninschoolshadbeen.Only
twoyoungpeoplehadconsideredrights
inschool,through‘LearningforLifeand
Work’.Giventheirlackofknowledge,
someconcludedthat‘knowledgeabout
rights’shouldbearightforchildrenand
youngpeople:
“Therighttoknowyourrights.”(Co.
Derry,aged22)
TheRightsDeficit
138
“Ireallythinkweshouldbeentitled
toknowourrights,’cosIdon’tknow
nothin’,neverdid.”(Co.Derry,aged21)
sometimesyedon’tgetitbecause
nobodyasksuswhatwehavetosay…
becausepeopledon’twanttolistentoye”
(Co.Derry,aged15-19).Mostgroups
Inthe2007Young Life and Times survey,70
reinforcedtheimportanceofbeingableto
percentofthosesurveyedhadnotheard
articulateviewsandideas,for themselves.
oftheUN Convention on the Rights of the
Thisincludedexpressinganopinion,
Child(ARK2008).Itisagovernment
advocatingontheirownbehalf,describing
responsibilitytoensurethatchildren
orexplainingtheiremotions,andbeing
andadultsknowaboutchildren’srights,
involvedindecision-makingprocesses:
theUNCRCandotherinternational
standards,yettheoverwhelmingmajority
“Righttohaveyourownview.”“We
ofchildrenandyoungpeopleinterviewed
wanttohaveourownopinion.”(Co.
inthisresearchhadnoknowledgeof
Derry,aged16-17)
theConvention.Only21outof136(15
“Therighttospeakup,tospeakyour
percent)hadheardoftheConvention,
mind,toexpressyourownopinion.”
usuallyvia‘LearningforLifeandWork’or
(Co.Derry,aged22)
‘PersonalDevelopment’lessonsinschool.
EvenfewerhadheardoftheNorthern
“Youhavetherighttosaysomething.’”
IrelandCommissionerforChildrenand
“Everyonehastherighttotheirown
YoungPeople(NICCY)-only7outof145
opinions.”
(5percent).TheirknowledgeofNICCY
camethroughdirectcontact,attendance
“You’vetherighttostickupfor
atanawardceremonyorduringavisitby
yourself.”
theCommissionertotheirschool.This
“Tomakeupyourownmind.”(Co.
suggeststhatthechildrenmostlikelyto
Antrim,aged10-13)
havetheirrightsviolatedarethosewhoare
leastlikelytoknowabouttheirrights.
“Righttoletpeopleknowhowyoufeel.”
(Co.Derry,aged8-14)
Participation rights
Intheirdiscussions,childrenandyoung
peoplefeltstronglythattheirviewsshould
betakenintoaccount:
“Righttotalk,expressyourviews.”(Co.
Derry,aged9-11)
“Tospeakout.Tohaveyoursayandnot
betoldtobequiet.”(Co.Armagh,aged
13-24)
“Therighttospeak.”…“Therightto
talktoolderpeople.Peopledon’tlisten.”
(Co.Derry,aged16-17:theiremphasis)
Onegrouptermedthis“freedomof
speech”,stating:“Itisimportantbut
“Beabletomakeyourowndecisions.”
(Co.Down,aged10-11)
Childrenandyoungpeoplealso
emphasisedtheneedtohavetheirviews
takenintoaccount:“Righttobelistened
to”(Co.Tyrone,aged12-15);“Arightto
beheard”(Co.Derry,aged8-14).They
gaveexamplesoflackofparticipation
indecision-makingininterpersonal
relationships,oftenbecausetheirviews
weregivennovalidity:
“See,ifyousayanythingtoyourmother
andyou’rearguingwiththem,they
don’tpassanyheed.Theyjusttellyou
TheRightsDeficit
139
tobequiet.Theydon’tlistentoyour
opinion.”(Co.Armagh,aged12-21:
theiremphasis)
“Oneteacherunderstandsus.Hetalks
inyourownlanguage.Hewantsto
know,tounderstandwhatyou’resaying.”
“WheneverIgotsuspended,myMa
alwaystooktheteacher’sside.”(Co.
Armagh,aged12-21)
“Sometimesyourmumunderstands
you.”(Co.Armagh,aged9-15)
“Sayifsomethin’happenedinschool,
you’retryin’toexplainyourself:‘Shut
up,shutup’.”(Co.Derry,aged16-17)
Theynotedthatsometimeseffort,orskill,
wererequiredonthepartofadults–to
listen,interpretandunderstandchildrenon
theirterms:
Youngpeoplealsodiscussedthe
importanceoftheirinvolvementin
communitylifeandpublicdecision-making
processes:“Tobepartofyourcommunity,
toparticipateinthecommunity”(Co.
Armagh,aged13-24),particularlywhen
decisionscentredonallocationoffunding:
“Wehavetherighttoseewhathappens
inourtownbeforeitactuallydoes.A
newstatuewasbuilt,whichcostalotof
money,andanarcadeopened,andwe
knewnothingaboutit.Wecouldthink
ofbetterthingstospendmoneyon.”
(Co.Tyrone,aged12-15)
“Arighttobeunderstood.Because
sometimespeopledon’tunderstandye
’cos,like,youknowwhatyou’reonabout
butsomepeopledon’t.Butyou’retryin’
yourbesttoexplainbutsometimesthey
don’treallybelistenin’.Soarighttobe
heardtoo.”(Co.Derry,aged8-14)
Someyoungpeoplerecognisedthe
significanceofhavingtheirviews
“Allowedtomakemistakesandnotbe
representedthroughvoting:
judged.”(Co.Down,aged10-11)
“Itdoesn’tmatteraboutyourrights
“Wedon’tgetenoughopportunity
anyway’cosyoucan’tvote,thereforeyou
toexplain.Adultsdon’tlisten.”(Co.
can’ttellpoliticians…whatyouwant,
Armagh,aged9-15)
orthat‘Ihavearighttodothis’’cos
yourvoiceisn’tgoin’tobeheard.”(Co.
Alackofparticipationinonesphere
Derry,aged15-19)
oftheirlivesinhibitedyoungpeople’s
involvementinotherspheres:
“…everyoneshouldbeallowedto
votebecausemaybetheadultswant
“Awilelotofchildren…can’tspeakout
somethin’differenttowhatthechildren
…they’dbeafraidtospeaktheirmind,
want.Andit’stheirplacetolivetoo,
frightenedthey’dberoaredat…They
it’snotjusttheir[adults]place.”(Co.
thinkadultsisjustgoin’toundermine
Antrim,aged10-13)
them’cosinthehousetheirMaandPa
tellthemoff.”(Co.Derry,aged19)
Afewsuggestedthatthevotingage
Onegroupmentionedpeoplewhomadean shouldbelowered,inlinewithothersocial
efforttolistentothem.Usuallythesewere responsibilities:
adultswhotooktimetounderstandthe
“Therighttovoteat16’costhat’swhen
child’sperspective:
you’resupposedlyanadult.”(Co.Derry,
aged16-17)
“Responsibleadultssometimeslisten.”
TheRightsDeficit
140
“Weshouldbeabletovoteat16,
becauseyouleaveschoolandyou’re
moresensible.Weknowwhat’sgoin’on
’coswe’reeducated.Wecan’tevenvote
untilwe’re18andinthattimewehave
toputupwithalltheshitthatwedon’t
evenwanthere.Andwehavetoputup
withit’tilwe’re18,andbythetimethat
happenseveryoneprobablydoesn’teven
giveashit.”(Co.Armagh,aged12-21)
Manyoftherightsmentionedbychildren
andyoungpeoplerelatedtocivilrightsand
freedoms.Therighttoinformationwas
raisedasanissueinrelationtoawareness
aboutplannedeventsandcurrent
circumstances:“Arighttoknowwhat’s
goin’onaroundye–information”(Co.
Derry,aged8-14).Itwasalsoimportantin
termsofaccesstoinformation,particularly
asthebasisformakinginformeddecisions:
“Tosaywhatyehavetosayandtoask
questionsandgetinformation.”(Co.
Derry,aged22)
“Adviceandinformation.Howarewe
expectedtohandleourselvesandtake
decisionsan’allthatifwedon’thave
information.Wegetnothinglikethat
fromschools,nothingthatmattersto
ourlives.”(Co.Fermanagh,aged16-21)
Anumberofgroupsmentionedtherightto
freedomofreligion:
“Churchesforallreligions.”(Co.Down,
aged9-10)
Thisincludedpersonalchoice:
“Therighttostandupforyourown
religion.”(Co.Antrim,aged10-13)
Reflectinglinksbetweenreligiousand
culturalidentityinNorthernIreland,and
thesignifiersoftheseidentities,theyfelt
thatchildrenandyoungpeopleshouldbe
able:
“Toexpressyourownculture”(Co.
Fermanagh,aged13-15)
“TherighttowearyourCeltictop
withoutgetting’awilebeatin’.”(Co.
Derry,aged16-17)
“Weshouldhavefreedomofspeech,
especiallyourreligionandculture.You
know,flagsan’all.”(Co.Fermanagh,
aged16-21)
Whilethefreedomtopracticetheirown
religionwasimportantforsome,theydid
notnecessarilywanttospendtimeonly
withotherswhosharedtheirreligion:“A
righttomixwithProtestants”(Co.Derry,
aged8-14).
Freedomofassociationandpeaceful
assemblywerekeycivilrightsforallage
groups:
“Freedomofmovement.”(Co.Derry,
aged8-14)
“Justpeoplebeingabletostandabout,
tosocialiseanddostufftogether.”(Co.
Fermanagh,aged16-21)
Asdiscussedearlier,youngpeopleonthe
streetsoftenreceivedverbalharassment:
“Wewanttogosomewherewithout
bein’bawledat.”
“Therighttostandonthestreets
withoutgettin’gyporslagged.”(Co.
Derry,aged16-17)
Provision rights
Manychildren(7-13yearolds)across
groupsbelievedthatchildrenshouldhave
theirbasicneedsmet-food,water,shelter
andclothing.Somegroupsdescribedthe
TheRightsDeficit
141
rangeofpublicservicesthatshouldbe
availablewithinanycommunity:
you’re16’cosyouhaveyourGCSEs”(Co.
Derry,aged16-17).
“Petrolstations,buses.”(Co.Derry,aged Thoseinterviewedalsoconsidered
13)
educationandschool:“Childrenhavethe
righttoaneducation”(Co.Tyrone,aged
“Electricity…Streetlights…Toilets
14-26).Theyrecognisedthatthisincluded
…Safebicyclelanes,nexttoroad…
arighttoeducationbeyondschoolthrough
Shops…Publictransport.”(Co.Down,
collegesanduniversities.Somefocused
aged9-10)
onthecontentofeducationandmatching
worktoabilityandinterest:
“Shops…acaravansiteforGypsies
…hotel…school.”(Co.Antrim,aged
“Righttolearnwhatwewantinschool.”
9-11)
(Co.Tyrone,aged12-15)
Thisincludedaccesstohealthservices:“A
“Therighttodowhateversubjectyou
Hospital”(Co.Derry,aged13);“Doctors”
wantatschool-Iwasn’tallowedtodo
(Co.Derry,aged9-11).Somerecognised
HistorybecauseIwastoostupid.”(Co.
theimportanceofmentalhealthandwellArmagh,aged12-21)
being:“Makesureeveryone’shappy”(Co.
Derry,aged13)andonegrouprecognised
“Begivenyourownlevelofwork.”(Co.
thatexpressingnegativeemotionscouldbe
Down,aged10-11)
healthy:“Arighttobesadandnotalways
Educationthatpreparedyoungpeoplefor
havetoholditinbutletitout”(Co.Derry,
employmentwasconsideredimportant:
aged8-14).
“Practicaleducationandproperjobs,full
Afewchildrenandyoungpeople
employment”(Co.Fermanagh,aged16mentionedtherightofchildrento
21).
accommodation:
Restrictionsonmovementandclothingin
“Somewheretogoandstay.”
schoolwereraisedintwogroups:
“Houses.”(Co.Down,aged9-10)
“Beabletogotothetoiletduringclass.”
“…somewheretolive.”(Co.Antrim,
aged9-11)
“Toweartrousersinschool.”
“Betteropportunities,especiallyinwork
andhousing.”(Co.Fermanagh,aged1621)
Discussionsofwelfareandlivingstandards
generallyrelatedtotherightofyoung
peopletoworkandreceivedecentwages.
Agroupof16-17yearoldsconsideredthe
difficultiesinvolvedincombiningeducation
andpaidwork:“Weshouldhavetheright
towork.Well,youdohavearighttowork
whenyou’re16.Butit’shardtoworkwhen
“Shewassuspendedbecauseofherhair.”
(Co.Derry,aged12-15)
Someyoungpeoplesuggestedthatteachers
werefunctionalintheirwork.They
questionedwhetherteachersrespected
confidentiality:
“[Teachers]wouldn’tcare.They’rejust
heretoteachus.”
“Theywouldtellotherteachers.You
couldn’ttrustthem.”(Co.Armagh,aged
9-15)
TheRightsDeficit
142
Whenconsideringwhatrightschildren
andyoungpeopleshouldhave,mostgroups
notedtheimportanceofopportunitiesfor
relaxation,playandleisure:
“You’vearighttoplayfootballandenjoy
yourchildhood.”(Co.Derry,aged1519)
“Freedomtowalkdownthestreetand
sitwhereveryouwant.”(Co.Armagh,
aged13-24)
“Someplacesaren’tsafetogo.Some
peopledon’tlikechildrenplayingnear
wheretheylive.”
“Play–swim,rugby,dance,skip,draw,
climbtrees,tennis.”(Co.Antrim,aged
7-10)
“Youaren’tfreetoplay.Otherpeople
stopyouplaying–teenagershang
aroundandbullyyouorsaynasty
things.”
“Tobeabletogotoplaceswithoutrows
–everyoneallowedtogoanywhere.”
“There’sglasseverywhere.”(Co.Down,
aged9-10)
“Afterschoolclubandsummerscheme.”
Protection rights
“Park,swimmingpool,themepark,
cinema,discos,beachparties,nightclubs
–therighttoplayandhavefun.”(Co.
Antrim,aged9-11)
Therighttoprotectionagainstallformsof
discriminationwasraisedbychildrenand
youngpeopleregardingtheiracceptanceas
individuals:
“Exerciseplaces,gym,swimming,
museums,beach.”(Co.Derry,aged
9-11)
“Getactivitiesandaresidentialplace.”
(Co.Armagh,aged12-21)
“Wejustwantsomewheretohangout,
tositandtalk.”(Co.Armagh,aged
9-15)
However,theynotedthatsafeplayareas
werenotalwaysavailableforchildren,with
playofteninhibitedbyadultsorunsafe
physicalenvironments:
“Leisuretime.”
“Wehavethetime,butthere’snowhere
todoit.”(Co.Fermanagh,aged13-15)
“We’renotallowedtoplayfootballin
thestreetorintheschool.”(Co.Derry,
aged9-11)
“Righttobeourselves.”(Co.Tyrone,
aged12-15)
“Nottobestereotyped.”(Co.Tyrone,
aged14-26)
“Arighttobeyourselfandnottrytobe
likesomebodyelse.”(Co.Derry,aged
8-14)
Manyconsideredthatthislinkedto
style,recognisingthatchildren,young
peopleandadultsoftenmakeassumptions
aboutindividualssolelybasedontheir
appearance:
“Peopleshouldbeabletodresstheway
theywant.”
“Thefirstimpressioniswhatdefines
you.”
“Don’tjudgeabookbyitscover!”(Co.
Derry,aged8-14)
“Nottobejudgedbythewayyoulook.”
TheRightsDeficit
143
“Wearwhatclothesyouwant,notwhat
everyoneelsewears.”(Co.Down,aged
10-11)
“Beyourownperson-lookhowyou
want,wearwhatyouwant.”(Co.
Fermanagh,aged13-15)
Somegroupsdiscussedexplicitage
discriminationrelatingtobeingtreated
differently,orexcluded,becausetheywere
young:
“Youngpeopleshouldhavethesame
rightsasolderpeople.”(Co.Derry,aged
16-17years)
“Theonlywaywecangetoldpeople
tounderstandusisforustochange.
Andweshouldn’thavetochange.”(Co.
Armagh,aged9-15)
“Whatwethinktoo.Like,ifwe’re
gettin’leftoutandotherpeople-older
people-beheardandall,andyou
don’t.”(Co.Derry,aged8-14)
Asonegroupconcluded,childrenshould
havetheright:“Tobeincluded”(Co.
Derry,aged9-11).
Onegroupnotedperceiveddifferencesin
protectionprovidedbythepoliceacross
communities.Whenaskedwhetherthey
thoughttheOrangeOrderhadarightto
march,theyresponded:
“NotthroughCatholicareas.It’s
provokin’.”
“Yeah,it’sprovocativetoCatholics.”
“Theyeggyeonaswell.Theyhave
norighttobemarchin’througha
Nationalistarea.”
“Andthen,whenthere’saCatholic
one[march],thecopsappearand
theytakesides…Protestantsgetall
theprotectiontheywant,andweget
nothin’.”(Co.Derry,aged15-19)
ThisgroupacceptedtheProtestant
community’srighttoexpresstheirculture,
butconsideredthatthisshouldnot
compromisetheirrighttosafety.They
alsobelievedthattheCatholiccommunity
shouldbeaffordedthesamerights.
Forchildren,protectionrightswere
describedastheright,“tobesafe”.
Strategiesforsafetyincludedpractical
suggestionssuchas:“Freetelephones,for
safety.Soyoucanalwaysringyourmum
andletherknowwhereyouare,orcallfor
helpifyouneedit”(Co.Down,aged9-10).
Onegroupperceivedchildren’swelfareto
beashared,socialresponsibility:“Older
peopletokeepyousafe-towatchoutfor
you”(Co.Down,aged9-10).
Childrenalsoraisedtheissueofthe“Right
tobelovedandcaredfor”(Co.Derry,aged
8-14),andtherighttoa“Family”(Co.
Derry,aged13).Indiscussion,onegroup
notedthetensionsbetweenprotectionand
autonomy:
“Arighttodowhatyewanttodoand
nottobesoover-protected.Because
sometimesyourMammymighttreat
yelikeaweebabyandalwayswantto
knowwhereyeare…tellherthatyou’re
acertainageandshouldbetreated
differently.”
“Arighttohaveyourownlifetoo,your
ownindependence.”(Co.Derry,aged
8-14)
Discussionsaboutsafetyconcerned
protectionfromviolenceonthestreets,
wherechildrenandyoungpeopleshould
besafeatanytime:“Tobesafe.Towalk
downthestreetwhenever”(Co.Armagh,
aged13-24),andanywhere:“Spacetoenjoy
TheRightsDeficit
144
ourselveswithoutbeingafraidofattacks”
(Co.Fermanagh,aged16-21).Asnotedin
earlierchapters,violenceandintimidation
couldbeperpetratedbyotheryoung
people:“Righttobesafe–There’dbeno
ladsonthestreetsthatwouldstopyeand
stuff”(Co.Armagh,aged12-21).Violence,
oftenalcohol-related,wasalsocommitted
byadults:“Makesurethey’redon’tbe
fighting,anddrinking,andgoingmadon
thestreetandfightingeachother”(Co.
Derry,aged13).
Whileonegroupraisedtheissueof
unwelcomeregulationbythepolice:“Right
towalkaroundtownwithoutbeinghitby
thugsortargetedbypolice”(Co.Tyrone,
aged12-15),oneyoungpersonsuggested
thatthereshouldbemorelocalpolicing
toreducetheinfluenceofparamilitaries
insomecommunities:“KeeptheIRAout.
Keepthepoliceintohelppeople”(Co.
Derry,aged13).
Adults’ discussion of
children’s rights
Whilecommunityrepresentativeswere
notaskedspecificquestionsrelating
tochildren’srights,theissueemerged
duringdiscussions.Someconsideredthat
childrenandyoungpeopleknewabout
rightsinrelationtoprotectionorprovision
entitlements:
“Thekidsinheresaytome,‘You’re
notallowedtohitmeorI’mringing
Childlineonyou’,sotheyknowabout
rightsandwheretogethelp.Theyhave
someideaofwhattheirrightsare.They
knowwhatagetheycansmokeand
drinkat.”
Overall,adults’discussionaboutchildren’s
rightswasnarrowanddefensive.One
communityrepresentative,forexample,
commentedthatthefirstthingthatcomes
intoyoungpeople’sorprofessionals’
headswhentheythinkofchildren’s
rightsis“disciplineandchildprotection”.
Ratherthanpositiveinterpretationsof
children’sentitlementstobecaredforand
protectedfromharm,children’srights
wereconsideredtohaveinhibitedpositive
interactionbetweenchildrenandadults.
Demonstratingthecontradictionbetween
adults’beliefsandchildren’srealities,
acommonelementoftheirdiscussions
wastheperceptionthatchildren‘take
advantage’ofrights,sometimesusingthem
asa‘threat’(althoughthiswasusuallyin
relationtoanadult’sangerandpotential
useofviolenceagainstthechild):
“Theyknowtheirrightsandwouldbe
quicktotellyousoifyoulaidahandon
them.”
“Achildsaidtome,‘Youcan’ttouchme
orI’llgetyoudone’.”
Onegroupofcommunityrepresentatives
impliedthatchildren’sknowledgeabout
theirrightsunderpinnedtheperceived
negativebehaviourandattitudesofyoung
people:
“Childrenaretaughtfromanearly
agethatchildrenhaverights.Thisis
theproblem…assoonastheygoto
SureStarttheyseeaposteronthewall
tellingthemabouttheirrightsandthis
ishowthey’rebroughtuptoday.”
Incontrast,communityrepresentativesin
anotherareasuggestedthatauthoritarian
attitudesprevailed,arguingthatthekey
issuewasadults’lackofrespectforyoung
people:
“Youngpeoplearestartingtorealise
theydohaverights…Butthey’vebeen
broughtuptodowhatthey’vebeen
TheRightsDeficit
145
toldorgetasmackforit.Respectisthe
issue.There’salackofrespectforyoung
people–adultshavetoearnyoung
people’srespect.”
Overall,therewasalackofinformed
understandingaboutchildren’srights
mainlyduetoalackoftrainingforthose
workingwith,andfor,childrenand
youngpeople,andalackofinformation
forchildrenandyoungpeoplethemselves
regardingtheirrights.Therewasa
tendencyamongtheadultsinterviewed
toequatechildren’srightswithchild
protectionorbarrierstoeffectively
workingandengagingwithchildrenand
youngpeople.Ratherthanusingrights
inaliberatingwayarguingthat,asdutybearers,theywillonlybeabletomeettheir
obligationsandimplementchildren’srights
iftheyhavetheappropriatestructuresand
resourcestodoso,theyinsteadtendedto
beresistanttothenotion,fearingpersonal
implications.
KEY ISSUES
- Few children and young people were
familiar with the UN Convention on the
Rights of the Child. Even fewer were aware
of the existence of the Northern Ireland
Commissioner for Children and Young
People.
- Very few children and young people had
learned about children’s rights in school.
- Most children and young people considered
they should have the right to form an
opinion, express their views and have these
taken seriously.
- Children and young people were generally
not encouraged to express their opinions,
describe or explain their emotions and
behaviour. Nor were they involved in
decision-making processes – either as
individuals or as a social group within their
communities.
- Some young people acknowledged the
significance of the right to vote and their
exclusion from public decision-making
until they reached 18. A few suggested that
the voting age should be lowered to 16,
consistent with other social responsibilities.
- Children and young people emphasised their
right to age-appropriate information and
its importance in informing decisions about
their lives, opportunities and destinies. They
felt they were denied access to appropriate
information concerning sexual health,
relationships and sexualities; mental health
and well-being; education, training and
employment opportunities; substance use.
- The right to practice their own religion and
culture was important to many children
and young people, especially outside their
community.
- Many felt they should have the right to
freedom of association and peaceful assembly.
They did not consider it appropriate that
their presence on streets and in other public
spaces in their communities was regulated
and controlled.
- Children considered that basic needs should
be met, with a full range of public services
available within all communities.
- Children and young people considered
access to primary, secondary and tertiary
education to be a universal right. They felt
that the curriculum should be relevant to
employment, and matched to interest as
well as ability. They noted the negative
impact of intransigent rules and tokenistic
School Councils, raising the need for effective
participation in school decision-making
processes.
TheRightsDeficit
146
- The right to play, leisure and relaxation was
considered important by children and young
people of all ages. However, they noted that
safe play areas were not always available.
Leisure facilities were lacking, particularly
for those aged 13 and above, for girls and
young women, and for those living in rural
areas.
- Children and young people felt
discriminated against by appearance and
age. They considered that they should be
able to dress and adopt styles without being
judged and stereotyped. They resented being
treated differently, or excluded, because they
were young.
- Children raised the rights to ‘ be safe’ and to
‘ be loved and cared for’. For young people,
discussions about safety concerned protection
from violence - particularly on the streets,
where they were susceptible to intimidation
and violence perpetrated by other young
people or adults.
- Community representatives generally
mentioned children’s rights negatively,
suggesting that they inhibited interaction
between children and adults because children
‘used’ rights as a ‘threat’ or because child
protection placed restrictions on adults’
responses to children.
FINDINGS AND SUMMARY OF KEY ISSUES
Introduction
Thiscommunity-basedresearchproject
wasestablishedasapartnershipbetween
Queen’sUniversity,SavetheChildrenand
ThePrince’sTrust.Theaimoftheresearch
wastounderstandandexplorethelivesof
childrenandyoungpeoplelivinginthose
communitiesinNorthernIrelandenduring
thelegacyoftheConflictandpersistent
economicdisadvantage.Whilethe
advancesofthePeaceProcess,devolution
totheNorthernIrelandAssemblyand
theprofileofhumanrightshavebeen
heraldedinternationallyaspositive
indicatorsoftransitionfromconflictto
peace,progressatapoliticallevelhas
notbeenmatchedbyprogresswithin
andbetweencommunities.Thisresearch
projectshowsthatthediscourseof‘post’
conflictispremature.Claimsof‘peace’
and‘transition’arenotevidentwithinthe
experiencesofthoselivinginmarginalised,
disadvantagedandunder-resourced
communities.Further,youngpeople’s
views,experiencesandbehaviourshavenot
beensought,understoodorcontextualised
withinpoliticalandpopulardebates.Ina
climateofeconomic,politicalandcultural
uncertainty,povertyandseverelylimited
opportunitieshaveconsequencesforall
aspectsofchildren’slives.Thoseareas
mostaffectedbytheConflictarealso
thosemosteconomicallydeprived.The
projecthasproducedextensivedata,drawn
fromin-depthqualitativeresearchwith
children,youngpeopleandcommunity
representatives.Itchallengespositive
assumptionsmadeinofficialdiscourse
andmediacommentariesthatNorthern
Irelandasa‘societyintransition’is
makingsignificantprogressinpromoting
communitydevelopmentandsafeguarding
therightsofchildrenandyoungpeople.
Chapter summaries
and key findings
Images of children
and young people
Theinterviewswithchildrenandyoung
peopleclearlydemonstratedtheirsensitivity
to,andunderstandingof,negativelabels
ascribedtothem.Whiletheyaccepted
thatthebehaviourofasmallminority
causedproblemsintheircommunities,
forthemaswellasforadults,theycarried
adeepresentmentthattheatypicalwas
presentedastypifyingthebehaviourofall
childrenandyoungpeople.Theyfeltthat
childrengenerallywereviewedpositively
andsupportedwithintheirfamiliesand
communities.Themajorshiftinhow
youngpeoplewereperceivedastheymoved
outof‘childhood’,andtheexpectations
placedontheminthehome,inschool
andinthecommunity,alongsideapublic
climateofpersistentrejectionpresented
realdifficultiesinmakingthistransition.
Youngpeoplewereviewedwithsuspicion,
distrustanddisrespect.Consequently
theirselfconfidencewasunderminedand
oftentheyfeltworthless,depressedand
evensuicidal.Theirnegativeexperiences
ofemotionalandphysicaldevelopment,
includingpeerpressureto‘fitin’,
emphasisedpersonalvulnerability.
Key Issues
- Children considered that they were respected
and supported within their families and
communities.
- For many young people, rejection and
exclusion by adults was a common
experience in their families and in their
communities.
- The expectations and responsibilities placed
on young people, in the home, in school
FindingsandSummaryofKeyIssues
148
and in their community, were not matched
by appropriate information, advice and
support.
- Young people described the difficulties they
faced in the transition from ‘childhood’
to ‘adolescence’ – a period when they
experienced physical and emotional change
but a perceived loss of adult protection and
support.
- Young people considered the labelling of
their behaviour as ‘anti-social’ or ‘criminal’
by sections of the media to be an unfair and
unfounded misrepresentation. This was
deeply resented.
- In all focus groups conducted with children
and young people, there was evidence of
diminished self-esteem impacting on their
emotional well-being. While some young
people responded through being hostile,
angry and volatile – often bolstered by
alcohol – others withdrew into themselves.
- Well-conceived and adequately resourced
intergenerational initiatives challenged
negative reputations and stereotypes that
prevailed within communities.
- Promotion and protection of children’s
rights is central to development of positive
interventions, opportunities to challenge
discrimination and stereotyping, secure free
association, promote participation and create
the conditions for good health and wellbeing among children and young people.
Personal life and relationships
Childrenreportedinstancesinwhich
adultslistenedtotheirviewsandtook
themseriously.Yetthemajorityofchildren
andyoungpeoplenotedthatthiswasnot
thenorm.Notbeinglistenedtoortaken
seriouslyimpactedontheirfeelingsof
self-worth,safetyandbelonging.Making
timeforchildrenandyoungpeopleandnot
judgingthemunfairlyengenderedrespect
andtrust.Italsoprovidedconstructive
relationshipsbetweenchildren/young
peopleandadults.Mutualrespectwaskey
topositiverelationshipsbetweenchildren/
youngpeopleandadults.
Key Issues
- Children, more than young people, felt that
adults were likely to listen to and respect
their views.
- In their families and communities young
people often felt pre-judged by adults,
without having the opportunity to
have their views or accounts taken into
consideration.
- Children felt it was important to be
consulted to ensure their safety. Young people
believed they should be consulted because
their views were as valid as those of adults.
- When children and young people were
consulted and included in decision-making
processes they felt respected, cared for
and positive about themselves. Lack of
consultation led to feelings of disrespect,
exclusion, sadness and anger.
- Young people often explained negative or
anti-social behaviour by some young people
as a response to feelings of exclusion and
rejection within their communities. This
view was shared by a number of community
representatives.
- Children and young people regularly
identified an individual community or
youth worker with whom they shared
mutual respect. ‘Trust’, ‘care’ and
‘understanding’ were central to these
relationships.
- Difficult circumstances experienced
during childhood often led to individuals
displaying violent and/or risky behaviours.
FindingsandSummaryofKeyIssues
149
For these young people, developing strong
relationships with respected and trusted
adults compensated for lack of family
support.
- Community representatives noted the dual
impact of poverty and the legacy of the
Conflict on families. ‘Transgenerational
trauma’, low incomes and ‘multigenerational poverty’, poor health and wellbeing each impacted on parents’ ability to
cope and form positive relationships with
their children.
- It was not unusual for support services
to work with adults whose parents they
had supported previously, illustrating the
significance of transgenerational trauma
and multi-generational poverty.
Education and employment
Withinthecontextofmanyyoungpeople’s
lives,formaleducationwasconsidered
stiflingandirrelevant.Whilethere
werefewjobopportunities,thedesireto
leaveschooltoenterpaidemployment
(regardlessofpay,conditionsorsecurity)
wasinevitable.Yet,formany,theonly
availableoptionswerecourses,schemes
andlow-paidemployment.Youngpeople
hadaclearunderstandingoftheir‘place’
intheeconomic/employmentmarketand
mostdidnothaveaspirationsbeyondthe
experiencesoffamilymembersorpeople
withintheirlocalcommunities.Forsome,
schoolexperienceshaddamagedtheirselfesteem,capacitytolearnandambition.
Theyreportedmoresatisfactoryeducational
experiencesincollegesandinformal
educationsettings,whereteaching
methodsandtheenvironmentwereless
formal,moreaccommodatingofindividual
needsandinterests,andinspiredgreater
confidence.
Key Issues
- Family and community were identified as
key factors in shaping children’s educational
experiences and aspirations.
- Identified inhibitions on attainment
included: lack of appropriate resources; the
low value placed on education in some
families and communities; poor quality
vocational education/training; limited job
opportunities within local areas.
- Approximately half of the children
and young people interviewed disliked
school or considered it irrelevant. Their
‘rejection’ of school focused on school culture,
teaching methods and the perceived lack of
significance of subjects studied.
- Many felt that school did not adequately
prepare them for adult life. They were
particularly critical of careers advice, sex and
relationships education, lack of opportunities
to explore emotions and feelings in a safe
and trusting environment.
- Children were considerably more positive
about their relationships with teachers than
young people.
- Young people often felt powerless in school,
believing that they were silenced, judged and
misunderstood by teachers.
- Many young people had experience of School
Councils, but recorded a range of limitations,
including: minimal influence and impact;
tokenism; poor feedback about decisions;
some issues being defined as ‘off-limits’;
teachers having the ‘final say’; selective
representation of pupils.
- Despite the presence of school counsellors or
pastoral care teams, many young people were
reticent to share information with these staff
because they believed their confidentiality
would be compromised.
FindingsandSummaryofKeyIssues
150
- On completion of compulsory education,
many young people attended schemes and
courses with limited employment prospects.
Employment opportunities were more
restricted in rural communities.
- Employment aspirations and outcomes were
generally low and related to whatever jobs
were available in local communities. Formal
education was not considered necessary for
most locally available work opportunities.
Community and policing
TheimpactsoftheConflict(including
death,injuryandfear)wererecent
experienceswithinthecommunities.
Distrustofthepolicepersistedandthe
much-publicisedbenefitsof‘peace’were
notevidenttochildren,youngpeopleor
communityrepresentatives.Frustration,
angerandresentmentweredirected
towardstherhetoricof‘peace’and‘change’
ascommunitiesattemptedtoaddressthe
legacyoftheConflictwithoutnecessary
resources.Concernabouttheperceived
‘anti-social’behaviourofyoungpeoplewas
consideredtohaveencouragedaclimate
ofdemonisationandmarginalisation.
Duringacomplexperiodoftransition
fromconflict,segregationandsectarianism
betweenandwithincommunities
continued.Thoseinterviewedbelievedthat
thepoliceandpoliticianswereoutoftouch
withtheviewsandexperiencesoftheir
familiesandcommunities.Youngpeople,
inparticular,wereresentfulaboutwhat
theyconsidereddiscriminatorypolicingas
aconsequenceoftheirage.
Key Issues
- Many community representatives and
young people expressed frustration that
the Peace Agreements had not brought
significant change. They believed that the
impact and legacy of the Conflict had been
ignored, and that communities have been
left without necessary economic and social
support.
- It was recognised by young people and
community representatives that many young
people were confused about their cultural
identities and did not understand the
implications of transition from conflict.
- For working class young men with
an unambiguous, strong cultural and
community identity, there was a collective
sense of loss – formal education was not
valued, local work opportunities were
declining with few alternatives, and their
cultural identities were felt to be undervalued.
- Some young men responded to these
dramatic changes in employment and
social opportunities, and their lack of
status, through violence. They asserted their
sectarian identity to defend a culture they
believed was under threat.
- Children and young people believed
they were purposefully excluded and
marginalised in their communities. They
were not invited to community forums or
meetings and were not consulted in decisionmaking processes.
- Young people expressed frustration about
feeling ‘unwanted’ in ‘their’ communities.
- Community representatives believed
there was a ‘policing vacuum’, particularly
regarding the challenging behaviour of some
young people.
- Community representatives and young
people expressed disillusionment with the
police, who were considered unwilling,
unable or ill-equipped to deal with
community concerns.
FindingsandSummaryofKeyIssues
151
- Police tactics had done little to generate
trust or respect. Young people reported
being ‘moved on’, ‘goaded’, ‘threatened’ and
‘ harassed’ - sustaining a climate of mistrust
and confrontation.
- Young people across all six communities
were united in the view that they were
policed differentially and unfairly because of
their age.
Place and Identity
Despitethemedia-reportedview
thatchildrenandyoungpeopleare
‘disconnected’fromtheircommunities,
mostdisplayedadefiniteattachmentto,
andcarefor,theplaceinwhichtheylived.
Whilerecognisingproblemsassociated
withtheircommunity,theyemphasisedits
improvement,ratherthanabandonment.
Personalidentitywasstronglylinkedto
place.Forsomethisrelatedtoparticular
streetsorpartsofthecommunity.Thelocal
andhistoricalmeaningofspacecreated
divisionsandareasofdifferencewithin
communities.Thishadconsequencesfor
identityandreputation,theuseoffacilities
andservices,andforfeelingsofsafetyand
belonging.
Key Issues
- The problems identified in all six
communities centred on lack of adequate
play and leisure facilities, street fighting/
violence, alcohol use and the general
condition of the local area.
- Those in rural areas experienced exclusion
from play and leisure services due to
remote location and inadequate, affordable
transport.
- For children, positive aspects of their
communities included play facilities,
friendships and feeling safe.
- For young people, positive aspects of their
communities included familiarity with the
place and proximity to family and friends.
- Older young people expressed concern
that they would be forced to leave their
communities to find employment, ending the
availability of extended family support for
those making the transition to independent
living.
- Over time, housing policies and population
movement had given neighbourhoods or
clusters of streets distinct identities and
reputations. Children and young people
positioned themselves according to such
known divisions within communities, often
drawing distinctions between ‘rough’ and
‘respectable’ neighbourhoods or streets.
- Those living in the same locality had
distinctive and contrasting experiences as
a consequence of internal divisions within
communities.
- The location and management of services,
even in communities with a shared cultural
identity, affected take-up - leading to
experiences of exclusion or marginalisation
amongst those who felt that ‘their’ local area
had not been appropriately resourced.
Segregation and sectarianism
Everyaspectofthelivesofchildrenand
youngpeoplewasdefinedbydivision–
theiridentities,communities,schools,
socialnetworks,sportingactivitiesanduse
offree-time.Notionsofdifferencewere
perpetuatedbyalackofinter-community
contactandunderstanding.Segregated
educationandhousingremaineda
significantbarriertoendingsectarianism,
oftenactivelyensuringitscontinuation.
Territorial‘ownership’ofspaceandtheuse
ofviolencetoassertculturalidentitywent
beyondthereligiousdivide.Resentment
FindingsandSummaryofKeyIssues
152
towards‘newcultures’representedafear
thattheywoulddilutethe‘hostidentity’
andfurtherrestrictemploymentorhousing
opportunitiesfor‘localyoungpeople’.
Key Issues
- Children and young people from all six
communities considered sectarianism to be a
significant issue affecting their lives.
- Children and young people were ‘ badged’
by the places they occupied; often feeling
‘imprisoned’ within their communities.
- Fear of being identified as ‘the other’ limited
opportunities (freedom of movement,
opportunities for play and leisure, social
relations) and impacted on children’s/young
people’s feelings of safety.
- Perceptions about ‘the other community’
were formed long before children and young
people met someone of ‘the other religion’.
- Limited exposure to those outside their
community, and strong sectarian beliefs
within communities, consolidated negative
attitudes about ‘the other community’.
- Rioting and sectarian clashes symbolised
a means of asserting cultural identity and
were described as responses to perceived
inequalities.
- ‘Concessions’ to one community were viewed
as ‘punishments’ to the other. This created a
sense of unfairness, insecurity and increased
resentment towards ‘the other community’.
- Children and young people were critical of
cross-community projects based on minimal
social interaction and no long-term plans
for maintaining contact. Projects with
a starting point of commonality, rather
than difference, were better received and
involvement in such projects was felt to have
been beneficial.
- Children and young people across the
religious divide shared negative views
towards foreign nationals.
- Territorialism, uncertainty and insecurity
at a time of transition for established
populations exacerbated the difficulties faced
by foreign nationals residing in small closeknit communities.
Violence in the context of
conflict and marginalisation
TheviolentpastofNorthernIreland
remainscelebrated,glorifiedand
‘normalised’.Murals,commemorative
events,paradesandstoriesactasreminders
ofinstitutionalandinterpersonalviolence.
Culturalviolenceisreproducedinthe
languageofoppositionpolitics,thedirect
experiencesoffamiliesandcommunities,
thesegregationandmarkingofspace.
Violencehasremainedapartofeveryday
lifeforchildrenandyoungpeopleliving
incommunitiesdefinedbyuncertainty,
uneaseandthecontinuedpresence
ofparamilitariesordissidents.These
individualscontinuedtopreyonvulnerable
youngpeoplelackingstatus,identity,
self-worthandasenseofbelonging.They
incitedviolenceandsectarianism.Links
betweenviolence,boredom,frustration,
lackofpowerandrespect–together
withaprecariousmaterialpositionata
timeofeconomic,politicalandcultural
uncertainty–werepartofthecomplex
mixunderpinningtheviolentbehaviour
ofsomeyoungpeopleandadultsinthesix
communities.
Key Issues
- Many children and young people were
exposed to community violence, sectarian
violence, rioting against the police,
paramilitary-style threats and punishments.
FindingsandSummaryofKeyIssues
153
- The perceived anti-social behaviour of
young people made them targets for those
who continued to ascribe themselves
paramilitary status.
- While children and young people felt
threatened and intimidated by violence in
their communities, they were resigned to its
presence.
- As a by-product of being on the streets at
night and weekends when (reportedly) there
was more ‘fighting’, young people regularly
experienced or witnessed violence.
- Violence impacted on children’s and young
people’s feelings of safety, their freedom of
movement, opportunities for play and levels
of victimisation.
- A connection was made by children, young
people and community representatives
between boredom, alcohol use and violence.
Alcohol use was a concern in rural areas
and in communities where few facilities for
young people existed.
- Alcohol was often used by young people as
an escape from boredom and the difficulties
of life. Yet its use often increased the
likelihood of experiencing violence and
emotional distress.
- Some young people exerted power over
children, threatening and intimidating
them. This was consistent with young
people’s experiences of adult power.
- Violence was deemed by some young people
to be a legitimate response in defending
cultural identity.
Services and support
Transitionfromconflicthadnotled
tonoticeablestructuralchangewithin
thesixcommunities.Disparitiesin
investmentpersisted,withgapsinprovision
exacerbatingpovertyanddisadvantage.
Representativesfromthecommunityand
voluntarysectorsconsideredthatstatutory
servicesdependedonnon-statutory
provisiontomeetidentifiablelocalneed
–developingessentialservicesbasedon
understandingofthelocalcontexts/issues
andrespectfulrelationshipswithchildren,
youngpeopleandtheirfamilies.Despite
thevalueofthiswork,non-statutory
servicesweregenerally:under-fundedand
unrecognised;insecureandshort-term;
influencedbyfundingagendasandheavily
bureaucratised.Lackofinvestmentinlocal
serviceswasexpressedasevidenceofthe
lowvalueplacedonchildren,youngpeople,
community/youthworkandcommunities
inneed.
Key Issues
- Children and young people felt that poor
play/youth provision was an indication of
their low status in communities.
- Of those adults with whom they had regular
contact, children and young people felt most
respected by youth workers.
- Community/youth projects acted as a local
support service for children and young
people. Individual workers often filled the
void for those who lacked positive adult
relationships.
- Children and young people considered they
could be better supported through expanded
community/youth provision, as well as
improved quality of information and advice
in schools.
- Young people noted the difficulties involved
in recognising the signs of depression and
poor mental health amongst their peers.
Some stated that they were silenced by
embarrassment or the stigma associated with
poor mental health.
FindingsandSummaryofKeyIssues
154
- A significant minority of children and
young people had experienced the death of
a relative, friend or acquaintance through
suicide.
- Long-term, holistic, preventive
programmes based on individual strengths
were considered more valuable than ‘crisis’
or reactive interventions.
- Young people perceived a connection
between boredom, low self-esteem, feeling
down and use of alcohol or drugs as a means
of filling time, increasing confidence or as a
form of escape.
- Intergenerational relationships appeared to
have worsened. Community representatives
prioritised the need to develop mutual
respect and understanding between
children/young people and adult community
members.
- Some community representatives related
the high incidence of young people taking
their own lives, self-harm and depression
to emergence from conflict and young men
lacking identity or status.
- Community and voluntary groups
considered that they were expected to meet
the deficit in local services.
- Programmes and projects for children/
young people were increasingly funding-led,
rather than needs-led. Adult concerns, rather
than those of children and young people,
dictated funding agendas.
- Opportunities for qualified youth workers
to utilise their skills were limited by time
spent applying for funding and satisfying
administrative demands made by funders.
- Insecure funding forced organisations
within communities to compete for scare
resources. This inhibited information sharing
and partnership working.
- Short-term, insecure funding had many
negative implications for organisations
aiming to develop services in communities:
limited opportunities to develop trust
and build positive relationships; loss of
foundational work; lack of sustainable,
developmental work; sudden rather than
gradual withdrawal of services; loss of
confidence and difficulties in recruiting for
future provision; difficulties recruiting and
retaining workers and volunteers.
The rights deficit
Childrenandyoungpeoplelacked
understandingaboutthemeaningof
rights,andhadreceivedlimitedformal
informationaboutchildren’srights.
Manyassociatedrightswithprivileges,
responsibilitiesandrestrictions,
illustratinghowrightshavebecome
definedastransactionalinpopular
discourse.Childrenandyoungpeople
clearlyarticulatedrightstowhichthey
feltentitled.Yettheyprovidedexamples
illustratinghowtheirrightswerenot
promotedorprotectedathome,inschools,
andincommunities.Thisrevealedagap
betweentherhetoricofchildren’srights
containedwithinpoliciesandpolitical
discoursesandtherealityoftheirlived
experiences.Adultstendedtoassociate
children’srightswithchildprotection
orbarrierstoeffectivelyworkingand
engagingwithchildrenandyoungpeople.
Key Issues
- Few children and young people were
familiar with the UN Convention on the
Rights of the Child. Even fewer were aware
of the existence of the Northern Ireland
Commissioner for Children and Young
People.
- Very few children and young people had
learned about children’s rights in school.
FindingsandSummaryofKeyIssues
155
- Most children and young people considered
they should have the right to form an
opinion, express their views and have these
taken seriously.
- Children and young people were generally
not encouraged to express their opinions,
describe or explain their emotions and
behaviour. Nor were they involved in
decision-making processes – either as
individuals or as a social group within their
communities.
- Children and young people recognised that
effort, time and communication skills were
required by adults - to listen, interpret and
understand children’s views, experiences and
actions.
- Some young people acknowledged the
significance of the right to vote and their
exclusion from public decision-making
until they reached 18. A few suggested that
the voting age should be lowered to 16,
consistent with other social responsibilities.
- Children and young people emphasised their
right to age-appropriate information and
its importance in informing decisions about
their lives, opportunities and destinies. They
felt they were denied access to appropriate
information concerning sexual health,
relationships and sexualities; mental health
and well-being; education, training and
employment opportunities; substance use.
- The right to practice their own religion and
culture was important to many children
and young people, especially outside their
community.
- Many felt they should have the right to
freedom of association and peaceful assembly.
They did not consider it appropriate that
their presence on streets and in other public
spaces in their communities was regulated
and controlled.
- Children considered that basic needs should
be met, with a full range of public services
available within all communities.
- Children and young people considered
access to primary, secondary and tertiary
education to be a universal right. They felt
that the curriculum should be relevant to
employment, and matched to interest as
well as ability. They noted the negative
impact of intransigent rules and tokenistic
School Councils, raising the need for effective
participation in school decision-making
processes.
- The right to play, leisure and relaxation was
considered important by children and young
people of all ages. However, they noted that
safe play areas were not always available
for children. Leisure facilities were lacking,
particularly for those aged 13 and above, for
girls and young women, and for those living
in rural areas.
- Children and young people felt
discriminated against by appearance and
age. They considered that they should be
able to dress and adopt styles without being
judged and stereotyped. They resented being
treated differently, or excluded, because they
were young.
- Children raised the rights to ‘ be safe’ and to
‘ be loved and cared for’. For young people,
discussions about safety concerned protection
from violence - particularly on the streets,
where they were susceptible to intimidation
and violence perpetrated by other young
people or adults.
- Community representatives generally
mentioned children’s rights negatively,
suggesting that they inhibited interaction
between children and adults because children
‘used’ rights as a ‘threat’ or because child
protection placed restrictions on adults’
responses to children.
FindingsandSummaryofKeyIssues
156
Cross-cutting themes
Thefollowingthemesemergedfromthe
researchandareevidentinarangeof
chapters:
- Howchildrenwereperceivedand
respectedbyadults-infamilies,their
communitiesandserviceprovision–
significantlyaffectedtheirresponsesand
behaviour.
- Lackofrespectandagediscrimination
remainedprevalentateverylevelin
thelivesofchildrenandyoungpeople,
emphasisingandexacerbatingnegative
intergenerationalrelationshipsin
communitiesandininstitutions.
- Lackofparticipationinthedecisions
thataffectedtheirlives,interpersonally
andinstitutionally,ledtochildrenand
youngpeoplefeelingundermined,
unimportant,excludedandresentful.
- Familyandcommunityexperienceshad
asignificant,oftendefining,impacton
thelivesofchildrenandyoungpeople
intermsofeducationandemployment,
cultureandidentity,opportunitiesand
inhibitions.
- Thepersistenceofseparatismgenerated
socialisolation.Thisimpactedonthe
opportunitiesandaspirationsofchildren
andyoungpeopleandcontributedto
negativeattitudesandresponsestowards
others.Segregatededucationand
housingcreateinsurmountablebarriers
toendingsectarianismandactively
ensureitscontinuation.
- Relationshipsbetweenchildren/young
peopleandsignificantadultswere
vital.Mutualrespectwasconsidered
essentialtopositiverelationships,and
wasdependantonadultslistening
tochildrenandyoungpeople,
understandingthecontextsoftheirlives,
andadvocatingontheirbehalf.
- Socialinjusticeandmaterialdeprivation
weredetermining,structuralcontexts
thataffectedtheopportunitiesavailable
tochildrenandyoungpeople,inhibiting
theirpotentialandaspirations.
- Despiteapowerfulrhetorictothe
contrary,withincommunitiesand
inserviceprovisionchildren’srights
standardswerenotunderstoodor
realised.Thisresultedinaseriousrights
deficitinmostaspectsofchildrenand
youngpeople’slives.
- Perceptionsabout,andthereality
of,youngpeople’santi-social
behaviourrequiredmorethorough
understanding.Individualising‘bad’
behaviour,pathologisingyoungpeople
anddemandingmoreauthoritarian
measures,notonlyfailedtoconsider
thestructural,culturalandsectarian
contextsofviolencebutalsoescalated
thepotentialforconflictand
confrontation.
APPENDIX
157
Table 1: Sample of Children and Young People
Co.Antrim
8-12yrs
13-17yrs
8
10
39
18
29
6
53
3
Co.Down
33
-
Co.Tyrone
1
16
Co.Fermanagh
TOTAL
TOTAL
21
Co.Armagh
Co.Derry
18-25yrs
-*
76
26
18
97
4
-
1
2
23
33
33
19*
19*
196
*relativelysmallnumbersreflectthesizeofcommunitiesandtheproportionofchildren
andyoungpeoplelivingwithineach
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