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Home Life Enrichment - Coggle Diagram
Home Life Enrichment
Where do we go from here? (Pollock, p.371-392)
The basic issues of finding a sense of identity and loss still resonate with the hearts of TCK's of every nationality, class and economic status (Pollock, p.376)
Expanding our vision of other CCK's, like the Deaf community (Pollock, p.377-379)
National identity and citizenship are not the same thing (Pollock, p.380)
Expanding our vision for "hidden diversity" (Pollock, p.361-383)
The potential of TCK/CCKs taking a leading role in empathy, hope and peaceful coexistence (Pollock, p.389)
Current trends (Pollock, p.390)
U.S. expats remain the largest group but have shrunk 24% since 2001 (Pollock, p.390)
Asian expat numbers increased while European numbers decreased (Pollock, p.390)
More expats are deployed for shorter periods of time and are leaving more families behind (Pollock, p.390)
Global mobility is becoming a career in itself (Pollock, p.390)
Two most common requests from expats : better mentoring in the new culture and stronger repatriation services on return (Pollock, p.390)
How parents can help during transitions (Pollock, p.335-356)
Involvement stage (Pollock, p.335-346)
Cultural preparation begins at home; critical observation and thinking skills while withholding judgments (Pollock, p.335-336)
Mediating the move; parents need to ask important questions before committing their family to a move (Pollock, p.336-358)
Strong parent foundations for healthy TCK's; four areas of family life that directly impact the stability and sense of safety of the TCK (Pollock, p.338-346)
Parent-to-parent relationship must be loving and stable (Pollock, p.339)
Parent-to-child relationship; children to be provided for, protected, know they belong, comforted, feel valued, have input in decisions, given means to appreciate beauty, pursue mastery and autonomy and service to others (Pollock, p.339-344)
TCK perception of parents' work; if TCK's understand and value what their parents do they are more willing to work through the challenges (Pollock, p. 344-345)
Positive spiritual core; the child's awareness that there is a stable spiritual core in their parents' live and in the life of the family as a whole (Pollock, p.345)
Leaving (Pollock, p.346-351)
Help children build a RAFT; reconciliation, affirmation, farewells, think destination (Pollock, p.346-347)
Take a treasure box (Pollock, p.347)
Build relational bridges; help kids to create a plan to maintain relationships at a distance (Pollock, p.347-348)
Plan for educational concerns (Pollock, p.346-351)
Transit (Pollock, p.351-352)
Children will take cues from their parents (Pollock, p.351)
Be positive, open, flexible and good-humored during the transit stage (Pollock, p.351-352)
Caring for basic needs can reduce the sense of chaos and anxiety that is normal in this stage (Pollock, p.352)
Entering (Pollock, p.352-354)
Find a mentor to help children acclimate to a new place (Pollock, p.352-353)
ROMEEEE; Research, Observe, Mentor, Expect surprises, Explore, Explanations, Enjoy (Pollock, p.353)
Reengagement (Pollock, p.354-356)
Modeling is the strongest teaching tool parents possess; parent should approach a new context with openness, trust and appectance (Pollock, p.354)
Teach children to tell their story (Pollock, p.355)
How organizations can help with transitions (Pollock, p.357-369)
Personnel policies have a profound effect on the employee's family (Pollock, p.357)
Of expatriate assignments, 30 to 85% will end in failure (Pollock, p.358)
Help prior to the overseas assignment (Pollock, p.359-360)
Two-thirds of employees said they had no predeparture help offered (Pollock, p.359)
70% of survey respondents listed family reasons, including marital breakdown and children's education as top reasons for failed assignments (Pollock, p.359)
Make sure employees know the schooling options well before departure (Pollock, p.359)
Implement a careful screening process for potential overseas employees (Pollock, p.359)
Plan a pre-assignment orientation (Pollock, p.360)
Look for ways to reduce mobility, especially when families include early adolescents (Pollock, p.360)
Help during the third culture experience (Pollock, p.360-363)
Have an entry team welcome new employees onsite (Pollock, p.361)
Help employees evaluate schooling options (Pollock, p.361)
Establish a flexible leave policy (Pollock, p.361)
Make provision for children who are attending school in the home country to visit parents during vacations (Pollock, p.361)
Create policies that reflect an understanding of TCK experience and needs (Pollock, p.362)
Support international community efforts to provide ongoing expatriate family services (Pollock, p.362)
Create or support programs for TCK development and adjustments (Pollock, p.362)
Help families prepare for repatriation and organizational reentry (Pollock, p.363)
Offer reentry seminars for both parents and TCK's soon after repatriation (Pollock, p.363)
How agencies can help their TCK's in the long term (Pollock, p.363-366)
A majority of TCK's grow up with a strong sense that friends from the sponsoring agency are a part of their extended family (Pollock, p.364)
Support an alumni newsletter, blog, or Facebook site (Pollock, p.364)
Utilize the experience of TCK's and ATCK's (Pollock, p.364)
Own and apologize for the past organizational mistakes (Pollock, p.365)
Support a TCK's "journey of clarification"; a trip bask to the host culture during or immediately after university (Pollock, p.365)
Consider the long-term affiliation of ATCK's to the organization (Pollock, p.365)
Seek qualified TCK's for positions in global mobility, member care, and human resource departments (Pollock, p.365)