عنوان

Transitional Therapies for Third Culture Kids: Expressive Writing and Mentorship

Number

TL52357

.Language of Text, Soundtrack etc

انگلیسی

Title Proper

Transitional Therapies for Third Culture Kids: Expressive Writing and Mentorship

General Material Designation

[Thesis]

First Statement of Responsibility

Grad, Emily M.

Subsequent Statement of Responsibility

Carr, Paul B

Name of Publisher, Distributor, etc.

Regent University

Date of Publication, Distribution, etc.

2020

Text of Note

220 p.

Dissertation or thesis details and type of degree

Ph.D.

Body granting the degree

Regent University

Text preceding or following the note

2020

Text of Note

Transitioning to university can be difficult for all incoming freshmen. This transition can be especially hard for Third Culture Kids (TCKs) who, on top of the normal demands associated with entering into higher education, also often are questioning their identities and sense of belongingness due to their unique multicultural upbringings (Hervey, 2009). Along with this, many TCKs may struggle with the grief cycle and culture shock (Pollock & Van Reken, 2009). This study analyzes the impact of combining two transitional therapies during the adjustment to university: benefit-based expressive writing and mentorship from teachers who have high emotional intelligence. These two therapies were prioritized because expressing emotions has been found to be beneficial during adjustment (Keer, Johnson, Gans, & Krumine, 2004). Through a phenomenological study of five TCKs who graduated from an international school in Malaysia, this study examined how both written and verbal disclosure-as seen through expressive writing and mentoring sessions-affected the holistic health of these students during their first semester at a foreign university. Holism is concerned with an individual's intellectualism, physical health, emotions, socialization, and spirituality (Ventegodt, Kandel, Ervin, & Merrick, 2015). The participants discussed the need for communal support, optimism, value systems, acknowledging stressors, vulnerability, and identity formation.

Subject Term

Continuing education

Subject Term

Multicultural education

Subject Term

Secondary education

Grad, Emily M.

Carr, Paul B

Regent University

Electronic name

p

[Thesis]

276903

a

Y