Third Culture Kids: Implications for Professional School Counseling

2011 ◽  
Vol 15 (1) ◽  
pp. 45-54 ◽  
Author(s):  
Dodie Limberg ◽  
Glenn Lambie
Keyword(s):  
School Counseling ◽  
Third Culture Kids ◽  
Professional School ◽  
Third Culture

Third Culture Kids: Implications for Professional School Counseling

2011 ◽  
Vol 15 (1) ◽  
pp. 2156759X1101500 ◽  
Author(s):  
Dodie Limberg ◽  
Glenn W. Lambie
Keyword(s):  
Middle School ◽  
School Counseling ◽  
School Counselors ◽  
International Business ◽  
School Counselor ◽  
Educational Needs ◽  
Third Culture Kids ◽  
Case Illustration ◽  
Professional School ◽  
Third Culture

The increase of international business, military placements, and immigration has led to an increase in students attending schools in a country other than where they were born: third culture kids (TCKs). TCKs have unique educational needs, necessitating the support of their school counselors. This article (a) defines and introduces the needs and characteristics of TCKs, (b) reviews interventions for school counselors working with TCKs during transitional stages, and (c) presents a case illustration of a middle school counselor employing the suggested strategies.

Enhancing School Counselor Accountability: The Large Group Guidance Portfolio

2007 ◽  
Vol 11 (2) ◽  
pp. 2156759X0701100
Author(s):  
Jennifer Curry ◽  
Glenn W. Lambie
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Stakeholder Engagement ◽  
School Counselor ◽  
Professional School ◽  
Large Group ◽  
Accountability Measures ◽  
School Counseling Programs ◽  
Large Group Guidance ◽  
Group Guidance

Professional school counselors (PSCs) are being asked to employ accountability measures to support the merit of their comprehensive, developmental programs. Further, to address the problem of PSC role ambiguity, it has been suggested that PSCs become proactive professional advocates and work to promote greater stakeholder engagement in their school counseling programs. The utilization of a large group guidance portfolio may address these issues. This article (a) reviews the need for PSC accountability measures and stakeholder engagement, (b) presents a case illustration of a PSC using a large group guidance portfolio, and (c) offers implications for PSCs.

Third culture kids’ sense of international mindedness: Case studies of students in two International Baccalaureate schools

2018 ◽  
Vol 17 (3) ◽  
pp. 207-227
Author(s):  
Mico Poonoosamy
Keyword(s):  
Cultural Differences ◽  
International Baccalaureate ◽  
Cultural Theory ◽  
Sense Of Self ◽  
Qualitative Inquiry ◽  
Third Culture Kids ◽  
Cross Cultural ◽  
Third Culture ◽  
Cross Cultural Differences ◽  
Indian Ocean Island

This paper uses part of the data from a larger qualitative inquiry in two International Baccalaureate schools, one in Australia and one in an Indian Ocean Island Nation (a pseudonym), to identify the factors and forces that contribute to the sense of self and understanding of and engagement with the notion of international mindedness in two ‘third culture kids’. Socio-cultural theory is used as a conceptual framework to explore cross-cultural differences and similarities between the students and the schooling contexts. Analysing the students’ perspectives about their understandings of international mindedness through grounded theory methods, the paper also develops hypotheses on the notions of being, belonging and becoming.

School Counseling Leadership Team: A Statewide Collaborative Model to Transform School Counseling

2006 ◽  
Vol 9 (4) ◽  
pp. 2156759X0500900
Author(s):  
Carol J. Kaffenberger ◽  
Sally Murphy ◽  
Fred Bemak
Keyword(s):  
School District ◽  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Leadership Team ◽  
Professional School ◽  
Collaborative Model ◽  
Counseling Supervisors ◽  
Future Plans

The School Counseling Leadership Team (SCLT) is a model of a collaborative team formed to advocate for the transformed role of professional school counselors. The members of the SCLT included school district counseling supervisors, counselor educators, and leaders of statewide school counselor organizations. This article reviews the need for and evolution of the SCLT, its goals, accomplishments, and future plans. Suggestions and guidelines are offered for replicating the model.

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