‘On the move’: primary age children in transition

Dixon, Philip M.; Hayden, Mary

doi:10.1080/03057640802489418

Cited by 13 publications

(15 citation statements)

References 10 publications

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“…This finding is supported by Meleis et al (2000), who claimed that transition experiences involve critical turning points, a period of instability, discontinuity, confusion, and distress before new beginnings and stability can occur. A similar finding is made by Dixon and Hayden (2008) supporting the same theory that unknown and unfamiliar experiences such as a new transient lifestyle can cause extreme stress, disorientation, and anxiety. In addition, the findings show that the whole family's exposure to high professional expectations was sometimes challenging.…”

Section: Discussion Of the Findingssupporting

confidence: 78%

“…Pollock and Van Reken (2001) use the expression third culture kid (TCK) which means a person of any age or nationality who has lived a significant part of their development years in one or more countries outside their passport country. Dixon and Hayden (2008) state that transitions in terms of unknown situations, such as moving to a new country or being new at school, can cause extreme stress and anxiety. According to Meleis, Sawyer, Im, Hilfinger Messias, and Schumacher (2000) most transition experiences involve a period of instability, discontinuity, confusion, and distress before a sense of stability can occur.…”

Section: Introductionmentioning

confidence: 99%

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International School Children’s Health Needs

Hansson¹,

Clausson

Janlöv

2011

The Journal of School Nursing

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Rapid globalization and the integration of national economies have contributed to the sharp rise in enrollment in international schools. How does this global nomadism affect international school children and their individual health needs? This study attempts to find an answer by interviewing 10 school nurses, with varying degrees of experience in international schools in Sweden, Germany, and Switzerland. Through qualitative semistructured interviews, the school nurses described that the international school children expressed common health needs similar to the ones faced by children in other school settings. However, children in the international schools expressed additional context-specific health needs related to their transient lifestyle, such as language and cultural difficulties, emotional distress, vulnerability, homesickness, alienation, and increased physical health needs related to their expatriate lifestyle. These factors often present a challenge for the school nurse whose profession is to interpret the child's health needs, which may be obscured by cultural diversity.

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Section: Discussion Of the Findingssupporting

confidence: 78%

Section: Introductionmentioning

confidence: 99%

International School Children’s Health Needs

Hansson¹,

Clausson

Janlöv

2011

The Journal of School Nursing

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“…These changes are accompanied by changes in schools and school types (e.g., home, boarding, international, host national). Even in the national context, changing schools can result in negative social and educational consequences (Dixon & Hayden, ). Cockburn () suggested that TCKs (especially those with special needs) are vulnerable to risks related to frequent school change.…”

Section: Challenges Associated With Mk Repatriationmentioning

confidence: 99%

Missionary Kid Career Development: A Consensual Qualitative Research Investigation Through a Social Cognitive Lens

Bikos

Haney

Edwards

et al. 2014

The Career Development Quart

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Repatriated, young adult children of international missionaries (missionary kids [MKs]) face unique challenges in education and career development. The authors conducted a consensual qualitative research investigation, grounded in social cognitive theory (Bandura, ), as it informs social cognitive career theory, of career planning and decision making with 11 repatriated MKs. Participants ranged in age from 19 to 23 years (58% female, 67% Caucasian) and had repatriated to the United States between the ages of 14 and 19 years, spending between 4 and 19 years abroad. The authors' interpretation of the study findings led to a context‐specific revision of Bandura's () Triadic Reciprocality Model. That is, regarding career development, faith intersects environmental variables, personal attributes, and overt behaviors in unexpected and multidimensional ways. Recommendations for researchers and practitioners include (a) attending to issues of sociocultural adaptation, (b) continuing to offer empirically supported (standard) career services to MKs, (c) using contextual and developmental approaches, and (d) inquiring about faith and calling.

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“…Schaetti [20] is one of the few exceptions [20][21][22][23][24] examining the expatriate children's perspective and he points out how difficult it can be to start a new life in the host country, by initially using a poem. This poem was written by a 12 year old Norwegian girl who accompanied her father to the Netherlands, where he accepted an expatriate position: This poem clearly illustrates an experience with problems in adapting to a new environment, being congruent with the results encountered in other studies [25,26].…”

Section: Expatriate Children In International Assignmentsmentioning

confidence: 99%

Mental health representations, help-seeking behaviors, and perceived access barriers of expatriate adolescent children

Gonçalves

Farcas

2014

IJCNMH

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Background: Currently, due to globalization and the world's economic situation, international organizations tend to remain competitive by acquiring employees with global management skills, the so called expatriates. Usually, family members accompany expatriates in the international relocation experience. Expatriate adolescent children (EAC) may suffer additional psychological distress. In order to better assist them it is important to understand their mental health representations, help-seeking behaviors, and perceived access barriers. Methods: We conducted an online survey, which was completed by 51 students aged 12-16 years of an international school in Portugal, 35.3% of which EAC. Results: Results show similarities and differences in the way mental health is perceived by EAC and non-EAC. Both perceive a good mental health as "not using drugs", while not feeling well psychologically is understood as "something that has to be taken seriously". The most predominant help-seeking behavior is distraction (e.g. reading), while talking with someone presents high average values and significant differences between the two groups of students. EAC mostly refer that problems should be solved in the family context. The ones who have already sought a mental health professional while in the host country, refer problems related to classmates and family. Conclusion: An improved understanding of representations and behaviors for expatriate adolescent children, as well as knowledge of current interventions involving the family-school-primary care triangle among expatriate families will lead to a better adjustment of expatriates in international assignments.

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‘On the move’: primary age children in transition

Cited by 13 publications

References 10 publications

International School Children’s Health Needs

International School Children’s Health Needs

Missionary Kid Career Development: A Consensual Qualitative Research Investigation Through a Social Cognitive Lens

Mental health representations, help-seeking behaviors, and perceived access barriers of expatriate adolescent children

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