5: UASC’s perspectives on care

In this section, you are going to focus on the perspectives of the young people who took part in the Children Caring on the Move (CCoM) project. We know from the research that the events that prompt young people’s migration to a new country are often traumatic and destabilise their sense of self. As they move through their migratory journey and continue to claim asylum, they each experience a ‘trail of events’ that transform their world, shake their identities and in the case of the study by Chase (2013), ‘set them on trajectories over which they had no control’ (pp. 862). However, the CCoM study had a specific focus, which was to explore their thoughts, feelings and perceptions of ‘care’. One way in which the team of young researchers (who were unaccompanied migrants themselves) and the research team undertook this exploration of care was through the collaborative development of a short digital film. The film is called ‘Stories too big for a case file’ and showcases the testimonies unaccompanied young people shared with us as they navigate the complex immigration-welfare system in the UK.

First, we explain how the film was created. Then, we have broken the film down into three parts and will ask you to listen to each part, and reflect on the content. If you have been experiencing some extremely challenging situations as part of your social care work with UASC, hearing their perspectives might evoke some strong emotions. As you listen to each part, attempt to put yourself in their shoes and think about how their views might be similar or different from your own. Where are the departures and why do you think there are differences?

The process of making the film started with young researchers and University researchers meeting online (due to the Covid-19 pandemic) to reflect on the stories they were hearing during the interviews with other young unaccompanied people. The research team discussed the main themes that were taking centre stage in these stories, and they felt they wanted to share these with a wider audience such as professionals, academics and other unaccompanied young people in the UK. We have made a decision to present these stories through a film, because it fits with our participatory approach of doing co-collaborative research with the young people and because we hoped that through this medium, the stories will reach more young people and communities.

Following these discussions, the University-based researchers searched for quotes in the interview transcripts that were illustrating the themes. These quotes were then re-voiced by members of the team, mainly the young researchers, and images and videos of places the young people have referred to during their interviews were taken, as well as images reflecting the stories they have shared with them.

During the first part of the film, you were invited to link these stories to the notion of self and identity. How we see ourselves and the changes in our identity are often influenced by our social context. Let’s take ‘waiting’ for their asylum application’s outcome as an example. Research suggests that it is a central feature of the experience of the unaccompanied young people which place them in limbo, characterised by insecurity and anxiety (Chase, 2013). As Ardian told us:

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‘My negative experience is that I’ve been waiting for three and a half years now for a response. So it’s kind of really affected my life in some ways... It doesn’t make me feel good at all, but I don’t feel like there is much I can do’.

The first segment of the film talks about the ways the hostile immigration environment and complex immigration processes subjects unaccompanied young people to a climate of suspicion and exclusion (Crafter et al., 2021; Rosen et al., 2021). We know from our own research with professionals and social care practitioners that they are very aware of these difficulties but that their different roles and responsibilities can leave them with very limited room to manoeuvre in terms of their support for young people (Crafter et al., 2021).

Let us turn now to the next segment of film which focuses more on care practices and caring relationships.

The Children Caring on the Move research suggested that ‘care’ means lots of different things to different unaccompanied young people. Young people talked to us about their relationships with other young people, and how they care for each other (see also Section 3.2). Sometimes, young people take a ‘family-like’ role, and other times they become mentors/advisors to other young people. Clearly, there are also important relationships with social care professionals and other key adults. Let’s watch the second segment of film.

Activity 5.2: Seeing ‘You’

Timing: Allow 20 minutes

In the second half of the film, the young people talk about the variety of relationships they have with other young people and adults. After watching the second part of the video, draw a mind map on a piece of paper, depicting the relationships with significant others these young people talk about and reflect on the following:

• What made them important?
• What do you think young people value as caring in these relationships?

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Transcript

SPEAKER 1:

So they can take you anywhere, you know? They put you somewhere, maybe like for three months or six months. And then you get used to the area. You make friends. And again, they take you from there. Maybe they take you to Plymouth, Gloucester. So I feel like it's life of real starting over again, and again, and again until you're granted. So they keep on changing. I don't like it.

SPEAKER 2:

Friends are family here. At the beginning, I used to feel like I'm alone here. Nobody cares about me. But then after you get a relationship and stuff, you start feeling differently. I feel very happy, like I can be someone else. I could do something more than I used to be, because I know that I have support of others.

SPEAKER 3:

It's like, my first Social Worker was a lovely person. I got to say my first one was so lovely. She helped me. She came to Home Office with me. She used to check with me for everything. Maybe I was 17, and then when I changed, when I was 18, oh my god! I was like... for two years, it was just... I don't know why she was so racist with me, but it was so horrible. I had made complaints and I complained to her manager. And her manager said to me, "if you don't like it, go back to your country." And I was like, I don't know where to complain anymore. I was lost.

SPEAKER 4:

When I turned 18, my Youth 18+ Worker, he's kind of like, "you don't need me." I cried a lot, like one week before I turned 18. Oh my god! I did not love it. Can I just sleep and wake up? I'm dead because it's hard. You know that pressure. You need to pay bills. Like, will I manage?

SPEAKER 2:

I've not had a good experience with the Social Services at all. Like, they're just terrible. Thank god I have a good Foster Carer. She's just like, "don't worry, I've got you. I'm not going to let you be homeless" and things like that. I'm probably fortunate to have a good Foster Carer, when I think about other young people who don't really have that support. What are they going through? I can at least run to someone. But what are those who don't have anyone to run to going through?

SPEAKER 5:

Obviously, the Social Services, they don't care. The Social Workers, especially the Social Worker, because you are not the only case that he has to care about. Maybe something like 10 people, they've got the same Social Worker. Maybe 10 or 20 people got the same social worker. But he or she can't do the same thing for every single person.

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Discussion

You may have noted that the clip can be split into three broad areas:

1. Disruption to relationships.
2. Developing care relationships with other young people.
3. Developing relationships with adults.

It is clear from this clip that establishing relationships with other young people is an incredibly important part of their experience. However, a disruption to the continuity of these relationships can have a negative impact.

You may have got a sense of how significant their care relationship with other young people can be. For example, one young person felt very alone when they arrived in the UK, but in establishing relationships realised there was a lot of potential in the development of a new self in a new context – being someone new and ‘doing more’ with the support of other young people.

Not surprisingly, adult relationships, when positive, were extremely impactful. Hopefully, you noted that a positive adult relationship was framed in terms of kindness or being ‘lovely’ and being present or helpful – someone who ‘checks-in’ and are part of the key processes such as Home Office interviews. Someone to turn to, to manage challenging situations. Arguably, these are small but important acts of care.

But, when relationships were negative, you may have noted a link with racist attitudes and, in difficult relationships, nowhere to turn. The young people also recognised that social workers were overburdened with cases, making care challenging.

As mentioned earlier, a key focus on the CCoM project was to explore the experiences of young people’s care of each other. Building trust and relying on other young people for care was one example mentioned by one of our interviewees. Rehl describes how the young people in their shared house engage in a range of small acts of care:

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‘There was care workers, but they are helping you if you have a problem and something like that. They didn’t tell you, “Go this way, and then this way.” And then there was young people in here, and they always helped me with everything, to buy food… even I don’t know how to go shopping and to buy any food and anything, so they are really helping me to go shopping, to take a bus, everything, they are really helping me like that, even if I have an appointment…’ (Rehl).

If we reflect on the phases and moral elements of care that you explored in Section 2.1, these small acts of support come under the phase of ‘caregiving’ and ‘competence’. The young people in Rehl’s house were able to share their own learned competences and, in turn, were providing everyday forms of care.

Whilst we tend to hear, or focus on, the most negative stories about the relationships between young people and the adults in social care situations, some of the young people in our study did mention the acts of care that they valued from adults. Mario discusses this in this next quote:

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‘I had a long experience with [my social worker/PA], she was amazing… she cares beyond... She would listen to us, and she had an understanding of where we come from and what type of people we are, so what type of [person] I am… She works extra hours, putting her 18- or 25-year-old son in the home and telling them to do something for dinner and spending time here trying to fix things for us. She would come at six o’clock in the morning to take me or my friend, so the people who are living together, to any appointment, and getting home late… I cannot remember all the things that she does, but she would call us and she would know everything what we’re doing now, what we do, and what are we going to do. And well, what can I say, you know? So this is the only thing I can remember, but I know she is perfect…’ (Mario).

As we know from Section 3.2, going above and beyond like the social worker in this quote can be emotionally draining and demanding.

In the final segment of the film, the young people speak of the ways they are trying to change the system, or the changes they want to see. As already mentioned in Section 1.2, CCoM was a participatory study and, as such, producing knowledge that was change-oriented was at the core of our collaborative practices. Being provided with an opportunity to talk about was highly valued by the young people in our study.

Activity 5.3: Dreaming of change

Timing: Allow 30 minutes

Part 1

As before, listen to the young people talking about their desire for change. Think about the following questions and make notes:

• If you could change three things in the system for young people, what would these be?
• What kind of changes in the system could you make to support the professional-young person relationship?

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Transcript

NARRATION:

If you could change one thing in the system… what would it be?

SPEAKER 1:

I would choose the people who are working with us... asylum seekers, young people. I would train them more. Probably they are trained as a detector, as someone who gets some information and exchange with the Home Office. They are not trained to be kind and to listen to you. I would train them to be true.

Why don't you just, you know, give me a chance, and let's go outside together. Let's go to McDonald's, get a cheeseburger, and then talk. And then you will understand me.

I would give every refugee their document, their status, because they are all waiting for that stuff. I would say to Home Office, listen to the people, what they are saying. And don't close their folder. And don't shout, don't be rude!

SPEAKER 2:

If someone asked me that question, I would say I would want it to be equal for everyone. Equality. Simple respect would be but enough to not make a difference, say, between asylum or a British person or a refugee. Because if you just respect this person, that's it. That's enough.

SPEAKER 3:

While waiting for status, young people need access to education, vocational courses, fundings for things they enjoy doing, things they are interested in, learning English, and their rights. I feel like maybe the Home Office should do maybe a little more. You know, keeping people busy trying to make you forget whatever it is.

SPEAKER 4

I think, like, being somewhere where you won't be beaten, where you won't be killed, it doesn't necessarily mean that you're safe, you know? Because I believe also your mind has to be safe.

SPEAKER 5:

The way they treat young people, that is what I will change. I think they need to take care of young people more seriously. They go, "oh, we look after our young people," but then actually don't give the young people a chance to talk. They go, "oh, we don't want young people to have stress." But then you look at it. They're the ones kind of giving me stress more than anything else.

They need to have more action because they will be like, "oh yeah, you're going to do this, we are going to do that," but it's never done. They need more actions.

NARRATION:

To all unaccompanied young people: We are doing this research because we care about you. You are not alone.

(Y)our stories in this video show the impact of the UK’s hostile environment. There are clear signs that it will get worse with the 2021 ‘New Plan for Immigration’.

The injustices of ‘the system’ need to be challenged.

Thank you to all the young people who have spoken to us as part of the research. Your insights inspire us.

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Part 2

After listening to these young people’s needs and desires for change, imagine and briefly describe a future session with a young person.

• What would you keep doing?
• What would you consider changing?

We will leave you with this final quote from one of our Young Researchers:

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‘Asylum seekers and refugees, especially them, just want to be heard. They just need to tell their story and to know that they’re actually important, valuable in the UK, because even where you go, people are treating you…when they know, like, you’re asylum, they’re treating you, “Oh, you’re nothing, you don’t have a right, you don’t have anything in this country,” and as a researcher, when I consider their opinion, your stories, when you think of… It might not change in one day, but it seems like, “Oh, we’re working on that and it might happen in a couple of years maybe.” So it’s really nice.’

In this section, we have listened to the narratives of young people through the medium of a digital film. The film raised a number of important themes, many of which you will be familiar with as a social care practitioner. Perhaps some key reflections to take away are around what the film tells us about how young people’s sense of self is tightly linked to the rhythms of their asylum claim. The study participants talked about their relationships with other young people and adults, and the significant impact it has on them when these relationships are disrupted. Of course, the final section of the film focused on change.

In the next section, you are going to complete your course by reflecting on all you have learnt.

Now, continue to 6: Supporting the care of UASC and their care of each other.