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.MK /TCK Effective Care - mainly from Third Culture Kids by Pollock, D.C.,…
.MK /TCK Effective Care - mainly from Third Culture Kids by Pollock, D.C., Van Reken, R.E, Pollock M.V. (2017)
Home Assignment
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Expectations, most unrealistic p276-278
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Pre-Field Support
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TCK Profile: benefits and challenges (not liability, but rather "choice to face, deal with, and grow from" p140)
Transition stages: Involvement, leaving, transit, entering, re-engagement (pp234-265)
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Training that lasts a few weeks long with other family units going to the same location. Helps to bring long lasting friendships (p348)
On the Field Support
Find a bridge person for the MKs if possible (p260) Team the new family with a family that has children around the same age. This will help to naturally help build that bridge. (p361)
If friends come and go often, check their hearts on how they are handling the grief. Lauren Wells (TCK Training has a book on about this called The Grief Tower). Maybe a good idea to have families review the year about the good and the bad that happened that year. (not from any source, but something we did this past summer while oldest was back visiting. I made a slide of all the places we have lived and we talked about the good and the hard of each place.)
Encourage families to keep traditions and form rituals to help foster "belonging" and identity. (Raising up a Generation of Healthy Third Culture Kids by Lauren Wells p120)
Encourage them to learn the language and engage in the culture. Families made national friends, not just in the "expat bubble" Lauren Wells p156)
University Support
Organization pays for college age child to come "home" during vacations or at least one vacation a year (p361-362)
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Helping with reentry, especially the friendship chart (p284)
Going over the common reactions that they could have helping them understand those feelings (p279-281)
MuKappa organizations on campuses might be a good connection for the TCK as well as the international groups