2007 Reports

This page includes the reports and recommendations from the discussions. If you would like more details there is a Eurotck CD with all of the plenary sessions and workshop presentations on it. This plus the contents of this page would give a good idea of what we discussed and concluded. There is also an audio CD of the plenary sessions and some of the workshops. If you would like either CD at 5 euros per copy, contact Steve Bryant using the yahoo address on the home page.

1. PFO For Children

Marion Knell, Claudio Muzzi

Pre-field preparation helps children to get a positive start to their cross-cultural experience. Although the ideal is to have multiple sessions with the children a lot can be done in a one-day session. Whether it is only possible to do one session or to have more it is essential for the children's well-being and is possible with the correct planning.

Recommendations

PFO for children is essential and needs to be positively planned in.

The skills and knowledge of other TCKs should be used as resources.

It is recommended that computer-generated materials and computer programmes be developed as resources.

These resources should be shared around missions generally.

2. Debriefing

Janet Chapman, Gill Cheffy

Debriefing affirms the individual and gives the TCK space to make sense of what they have gone through, time to express themselves and experience healing. It is not counselling and is not normally a contracted relationship, although counselling may be recommended as follow up. A small sample of adult TCKs surveyed who did not have debriefing stated that it would have been helpful and would like to recommend it for future generations of TCKs. There should be careful consideration of which model is used based on the strengths and limitations of the debriefer, the preferences of the family, and especially of the TCK. Limits of confidentiality need to be explained to the TCK and their family.

There were 4 models considered - Individual TCK & debriefer, siblings with one debriefer, small group of peers with one debriefer, parents and TCKs with one or two debriefers. 12 practical ideas were given for use with young TCKs (full explanation given on debriefing paper from Chapman & Cheffy). It was stressed that choice needs to be given to the TCK and care is taken not to ask too many questions, also to begin with safer factual questions such as "Where", "When" and "What"? it is normal to experience multiple and conflicting feelings on re-entry and debriefing. Encourage TCKs to develop personal ways of reducing stress - asking "What can I do to help myself", "What can I ask others to do for me", "What can I ask God to do for me"? Debriefers are encouraged to visit TCKs overseas as part of the overall programme of care provided by the agency.

Recommendations

All TCKs from school age upwards should have the opportunity for debriefing.
Agencies need to be proactive in providing such opportunities. Even if they can't offer debriefing they should at least encourage TCKs to attend re-entry camps.

Debriefers need to be trained in listening skills - this was felt to have a higher significance even than cross-cultural experience.

Men as well as women need to be trained as debriefers.

Agencies, churches and extended families should be educated on TCK re-entry issues.

3. Special Needs

Ann Bielby, Gill Bryant, Isabel Wodrow

The seminar raised the general awareness of Special Educational Needs in TCKs. Learning styles and reasons for the failure of some children to make normal progress in school were considered. Specific areas considered in detail were dyslexia and Asperger's Syndrome, but special needs encompasses a wide range of possible learning difficulties that can be academic, social, physical or emotional. The need for differentiated work in order for all children to achieve success in learning, a supportive learning environment and individual education programmes were all stressed.

Recommendations

Professional diagnosis of the learning difficulty and the support strategies needed is essential.

Missions need to be able to point parents and schools in the direction of professional assessment and support.

Teachers need to be flexible in teaching style in order to meet the needs of different children, some pupils will need specific strategies to allow successful learning.

Some children will need an individual learning plan (IEP) which is a working document concentrating on specific areas and targets over a realistic period of time. An IEP does not constitute an unfair advantage for children with a learning difficulty, but is designed to redress the disadvantages that they currently face.

A supportive learning environment is essential.

All of these recommendations should be communicated to MK schools and teachers.

4. European Children in Inernational Education

Steve Bryant, Carola Keil

The situation in most of our MK international schools is that they are primarily in English with a few exceptions of schools with separate language branches. They are also predominantly staffed by Americans. Great appreciation was expressed for the presence of so many of these schools providing good quality Christian education at or close to the area of service. We considered the implications of the American influence in the schools in the light of the re-entry needs of European TCKs. This was divided into a few main areas - mother tongue learning, culture differences, learning styles, educational standards, costs and staff training. Many MK schools are more open than before as the proportion of non-Americans in them goes up with the growth of Asian and Latin American sending countries. There is a real chance for us to work together and contribute to the development of our schools. We can pursue a two sided approach in this - one is to persuade Europeans that good US-style education can deliver what their children need, the other is to persuade our MK schools to be good US-style rather than settling for the average.

Recommendations

Language - parents need to ensure that their children have the necessary mother tongue skills, this may well mean teaching them to read and write at home if no school option is available. They will then need to buy in a suitable course to develop academic language skills - most European countries have courses like this. Mission agencies need to provide the correct advice and resources for this to happen.

- MK schools need to include mother tongue study in the school & homework timetable and should look to recruit European teachers to do this job. If no teachers are available then time to study in the mother tongue using a correspondence course should be allocated.

Culture - parents need to be the main source of the passport culture and should actively maintain that in the home.

Schools can help with simple measures such as more international websites (Check them out with non-Americans), knowing key dates for their students' passport countries and sensitivity towards European family needs.

Learning styles - European children need more investigative, book project and classroom work. Encouragement is needed for teachers to break from the very didactic model many of them work to.

All MK teachers need PFO training, those preparing in the USA should receive some input from non-Anglophones from Europe, Asia and Latin America.

Many MK schools are too expensive, simple economies can easily be made to reduce fees. Scholarships and sliding scales of fees based on the ability to pay should be considered.

European children need 5 APs and/or SAT subject tests to enter university. MK schools need to look at how these can be offered.

A standing council will be formed to represent Europeans to ACSI and MK schools. This will be as representative as possible of different agencies and countries. We will look to work with newer sending countries in Asia and Latin America who share many of our interests.

5. Adult TCKs

Jo Clifford

This track for adult TCKs will major on group discussion.

'Our stories'
What impact has growing up as a TCK had on me? What impact will it have on me in the future? The award for the best airport story goes to....

'Me, you, us, we...'
'Why are some people so shallow!' 'My friends have always moved on after 3 years...how will I cope with someone who stays for ever?'

6. Teaching on TCKs

Marion Knell, Käthi Schmid

This kind of teaching is seen as giving a voice to children and leaders everywhere need to be convinced of its necessity and importance. This material should be communicated to church leaders as well as to missions and other agencies sending out families. The parents and the children need to be aware themselves of what happens to them as TCKs.

Recommendations

All of the relevant people involved (sending agency, church, family) need to be aware of the materials that are available.

Leaders need to be convinced of the importance of the subject.

MK and international schools should have teaching on TCK programmes.

There should be mentors available to help TCKs through the re-entry process.

7. Multilingualism

Lydia Aartsma, Marry Schotte

This is a complex issue and each family has their own unique situation. The group looked at two case studies - Lydia's own experience as a Dutch speaker raised in a Francophone country and attending an English language boarding school, Marry talked about her work at Vavoua International School with its German, Dutch, Korean & Norwegian sections. The value of the mother tongue for identity development and the need to learn it up to full academic standard was stressed. The recommendations are divided into 3 areas - for agencies, MK & international schools and parents.

Recommendations For Agencies

Provide preparation courses to help parents think through the implications of different language &educational choices.

Offer courses on childhood development with discussion of the practical outworking of language learning.

Give guidance on options and possibilities, referring to educational professionals as needed, a central co-ordinator could be appointed among agencies who can provide the link. (it was recognised that this would be more difficult in very decentralised countries like Switzerland).

There should be a person in each organisation (or group of organisations) who focuses on education and who can function as the contact with educational consultants.

There should be regular home assignments, but there is a need for flexibility according to the ages and school options of each of the children.

Each family is unique - choice is very important because of this.

Recommendations For MK & International Schools

Schools should recognise the importance of the mother tongue.

There should be support for the mother tongue using tutors if possible, or distance learning/correspondence courses.

There needs to be space in the timetable for mother tongue maintenance.

Schools need ESL provision.

There should be communication with the parents about the implications of decisions made at the school and by parents.

The schools can encourage more educational planning by the sending agency offices working with parents.

Recommendations For Parents

Make sure that good books are available in the mother tongue. Read a lot to the children.

Be proactive with the school even before the children start there. Find out what ESL provision they have, what hours in the timetable there are for mother tongue study. Give a lot of extra support as the children make the transition into the new school.

Work through the options and make definite decisions about what languages will be the home language.

Work through educational options for each each child and decide at what time they will enter schools, in which language and when any changes are needed.

8. Children in Restrictive societies

Gill Cheffy, Annemie Grosshauser

The seminar raised the awareness of the danger signs that parents need to be looking out for and of the need to listen to, and be involved in, all aspects of their children's lives. Children and parents need to be well prepared and informed as to the nature of the local belief systems, their cultural values and spiritual consequences. The impact of these beliefs on expatriates and school systems was considered along with the need to learn healthy cultural values from parents, schools and other expatriates. Parents should be sensitive and discerning about the restrictions and the effects these have on their children.

Recommendations

Parents need to be a good role model in their relationship with God, each other and the people they have come to serve.

There should be more teaching in pre-departure preparation, concentrating on spiritual awareness and welfare, the consequences for family life and ministry. Mission leaders also need to be aware of the crippling effects of growing up with such restrictions.

Parents need to seek more prayer cover for the whole family.

Fathers need to be strong in their role as the spiritual head of the home.

There should be a TCK programme at all agency field conferences.

There should be more mentoring and supervision from the home office and from local leaders.

Churches and agencies need to listen to the stories of TCKs.

Child protection issues for girls and boys need to be taken on board based on the context of house helpers, visitors, teachers, other children.

There needs to be creative compensation for the family with time spent in less restrictive environments, either in the country or with breaks out of the country if required.

9. Child Protection

Solveig and Bjorn Lande

The UN convention of the Rights of the Child (1989) has been ratified by almost all nations, but child abuse continues and is more common than many people like to think, even in mission situations. We need to be aware of the 4 main categories - neglect, physical, sexual and emotional abuse. There are many factors that affect the severity of the long-term consequences, but any form of abuse can be seriously detrimental to the emotional life as well as the physical and mental health of the person. In spite of general knowledge of the problems and painful experiences in the past, there is still a lack of good procedure and guidelines in many quarters on this issue.

Recommendations

Mission agencies need to be aware of the local risk factors, there are many of them in some mission situations and appropriate precautions need to be taken. This needs to be prioritised by sending organisations and churches so that there are proper procedures in place. These rules and procedures need to be in written form and well understood by all workers.
All materials should be translated into local languages.
There should be clear guidelines of whom to report to in case of suspected abuse.
There needs to be full police checking and screening when recruiting all workers, especially anyone aiming to work with children.
A child abuser is disqualified from future work with children, repeat offending is highly likely.
Where a criminal offence has taken place, as with sexual abuse, there should be legal action.

10. Adult TCKs

Jo Clifford

'That's not fair'

Do ATCKs have an issue with authority? Who is your boss?

Sunday Afternoon workshops :Workshop III

11. Flow of Care for tCKs

Janet Chapman, Dawn Weston

Care of the family in mission should not be a series of disjointed efforts by various individuals, but rather an ongoing process from start to finish where the sending agency, church and others work together to provide a complete package of care. The workshop followed a hypothetical family through from application to re-entry and made recommendations for best care practice at each stage.

Recommendations

During the application the agency should explain fully the policies relating to education and care of the children. This needs also to be communicated to the sending church. The agency and church need to build relationships and work out who is responsible for different aspects of the family's care. The church can help in many practical ways as well as providing opportunities to speak and develop ministries before departure.
Once accepted the agency TCK adviser needs to get to know the children. Practical measures such a spictures together, preparation time with the children, noting the birthday, supplying appropriate books and materials can help. Discuss all of the education options and welfare issues thoroughly before departure.
The church should have a public farewell and someone from the mission should be there.
On arrival the agency leader should arrange for the family to be met and time to settle allowed. The on-field TCK adviser should meet with the family. Any orientation needs to be done with the needs of the children in mind. The sending office TCK adviser should remain in contact with the family by regular e-mail, skype and/or telephone communication. A welcome card from field and sending staff is recommended.
Once settled the sending church and TCK adviser can send cards and gifts at birthday times. As home leave approaches contact the family in advance with details of TCK camps or other events.
On home leave the church should publicly welcome back the family.
Any public presentation from the children should be according to the children's wishes. There should be opportunities for the family to speak publicly throughout the home leave time. The agency should welcome the family back with at least a card. Early on there needs to be debriefing time where the agency TCK adviser meets the children. Joint agency camps and vents need to be promoted to the family and the children.
When returning to the field the church should publicly acknowledge this and officially re-send them. Education and welfare issues need to be properly discussed with home office advisers before departure and with on-field advisers on arrival back.
Support and advice is needed at any major transition points on the field such as going to boarding school or starting at a new local school.
There should be full re-entry preparation before the definitive end to the time overseas. The Mk schools need to acknowledge all of the children who are leaving, not just the ones who graduate. The TCK adviser on-field should debrief the children.
Debriefing by agency staff shortly after re-entry is crucial. Inter-agency events should be made known. There should be opportunities to rest and speak at the church as appropriate. Longer-term support should be made available, help through re-entry could be needed for several years.

12. Sending Church

Mike Frisby, Birgitta Johansson

We considered the general principles of how churches should support families going overseas and the specific support of TCKs during preparation, while overseas and on re-entry to the passport country. Children need to be involved in the preparation process and someone from the church support team needs to build a relationship with them.

Recommendations

The Sunday School or Youth Group members need to be prepared and ongoing interest and relationships need to be facilitated. There is a need for ongoing quality contact during this time of changing relationships. Gifts such as books and CDs may enable TCKs to keep abreast of cultural changes at "home".
Churches need to work in partnership with missions to be educated about the issues affecting families and TCKs going abroad.
TCKs need to be treated as individuals and churches need to listen to what is important to them.
There need to be mechanisms for TCKs to share their developing knowledge and experience with the church and peers back in the passport country. Keep both sides connected.
The whole church needs to be prepared in advance for the family's re-entry.
Someone needs to be available to answer the TCK's questions about changes while they were away. They also need to be available to help out on "first time back" activities such as youth group meetings or unfamiliar practical tasks.
Allow TCKs to take on board the elements of change in culture that they are at ease with, but also let their lifestyle challenge peers at the home base.

13. Cross-Cultural Planning

Gill Cheffy, Kezia Schoonveld

Families who work cross-culturally are faced with adapting to multiple cultures - those of the host and passport countries and the sub-cultures of the expatriate community, mission agency and schools. School culture is a particularly strong factor for children who board. It is important to respect and honour both the host and passport cultures as the children need both for their sense of identity. The attitude of parents towards these cultures is crucial.

Recommendations

During pre-field and on-field orientation the parents should be taught about vital core values and they should plan and establish their own family core values based on that. The children need to know what these values are.

Parents need to decide what expectations they have for their children and be realistic in those expectations.

It is important to have local friends and advisers who can help out when there are cultural clashes.

The attitude of parents towards local and passport cultures is extremely important. Avoid criticism in front of the children and bear in mind that decisions on use of local transport, eating local food etc are part of shaping attitudes.

14. Educational Planning

Ursula Bukies & a UK based education planning adviser

Planning is essential, without it serious mistakes can be made that can define our children's future or hasty decisions may be forced on unwitting and confused parents and children. The seminar looked at some of the tools available for mission and TCK families to use.

Recommendations

Missions should provide regularly updated country sheets of educational options available.

These country sheets and other resources and information should be shared around different agencies. Other examples would be the availability of special needs or testing facilities.

There are websites with good information for comparing education systems. Wikipedia is one such source.

A wiki closed user group to be established to put on education possibilities, personnel available and visiting different countries.

15. Adult TCKs

Jo Clifford

'The grass is greener on the other side'

Does the phrase 'Itchy feet' mean anything to you? Do you move your furniture around the room regularly? Is it good to stay in one place?