2. Mobility and Deployment The Psychological Dimensions Anne Wilson, Senior Educational Psychologist, Service Children’s Education, Episkopi

3. Mobility and Deployment Patterns of mobility and deployment Patterns of mobility and deployment The transition process The transition process Risk and Resilience factors Risk and Resilience factors Preparing pupils for moving Preparing pupils for moving

4. Number of Service Children Approx 10,000 overseas in SCE schools in Germany, Belgium, The Netherlands, Gibraltar, Cyprus, Belize, Brunei, Italy, Denmark Approx 10,000 overseas in SCE schools in Germany, Belgium, The Netherlands, Gibraltar, Cyprus, Belize, Brunei, Italy, Denmark Another 1,000 overseas but not in SCE schools Another 1,000 overseas but not in SCE schools Approx 80,000 in UK Approx 80,000 in UK

5. Dobson and Henthorne (1) Mobility Rate ( JPL) Mobility Rate ( JPL) Pupils joining + pupils leaving x 100 Total school roll Pupils joining + pupils leaving x 100 Total school roll

6. Dobson and Henthorne Report (2) Mobility rate of more than 20% + is considered to be high Mobility rate of more than 20% + is considered to be high Schools with forces children had some of the highest mobility rates Schools with forces children had some of the highest mobility rates They also had the least stable core of pupils They also had the least stable core of pupils

7. Experience of Moving Many units will move together at frequent intervals Many units will move together at frequent intervals Other families will move on individual ‘trickle postings’ Other families will move on individual ‘trickle postings’ Whilst a family is overseas there will probably be periods of deployment Whilst a family is overseas there will probably be periods of deployment

8. 2 nd Battalion Royal Welsh Fusiliers 1997 ChepstowN Ireland 6 months 1997 ChepstowN Ireland 6 months 1998 RAF Brawdy 1998 RAF Brawdy 2001 BallykellySierre Leone 2001 BallykellySierre Leone 2002 TurnhillN Ireland Easter 2002 TurnhillN Ireland Easter 2004 AldershotIraq 6 months, N Ireland, firemens strike 2004 AldershotIraq 6 months, N Ireland, firemens strike 2006 EpiskopiIraq, Afghanistan 2006 EpiskopiIraq, Afghanistan 2008 Chester 2008 Chester

9. 2nd Battalion Royal Regiment of Fusiliers 1996 Celle, GermanyKosovo 2001 St George’s, UKN Ireland x 2 2003 Belfast, N IrelandIraq 2006 Dhekelia, Iraq/ Afghanistan CyprusJordan x 2 CyprusJordan x 2 2008 Hounslow

10. The Transition Experience Settled Commitment Status Intimacy Settled Commitment Status Intimacy Disengaging Preparation Celebration Denial Re-engaging Observation Introduction Vulnerability CHAOS Anxiety Status Less

11. Transition - Disengagement Pupils may begin to disengage up to 6 months before the move Pupils may begin to disengage up to 6 months before the move Energy and emotion devoted to planning ahead Energy and emotion devoted to planning ahead Pupils may be excluded by peers or may exclude themselves Pupils may be excluded by peers or may exclude themselves

12. Transition - Moving A busy and chaotic period A busy and chaotic period The pupils’ needs may be overlooked The pupils’ needs may be overlooked Excitement and anticipation Excitement and anticipation Sadness, grieving Sadness, grieving Loss of confidence and self esteem Loss of confidence and self esteem

13. Transition - Re-engagement May take up to 6 months to feel fully involved in the new location May take up to 6 months to feel fully involved in the new location Some pupils will feel a huge sense of loss Some pupils will feel a huge sense of loss Some pupils may experience culture shock Some pupils may experience culture shock Parents will need time to adjust and settle as well as pupils Parents will need time to adjust and settle as well as pupils

14. Service Children May have a strong sense of belonging to the service community May have a strong sense of belonging to the service community May deal with transitions best when they move to schools with a high number of service pupils May deal with transitions best when they move to schools with a high number of service pupils Their overall development will be affected by mobility Their overall development will be affected by mobility

15. Benefits of Mobility Adaptable Adaptable and flexible pupils Confident Confident in change Wide Wide network of friends Worldwide Worldwide perspective Value Value relationships Sense Sense the importance of ‘now’

16. Benefits of mobility Establish Establish deeper relationships Develop Develop closure skills Mature Mature compared to peers

17. Elements of Resilience Sense of self esteem and confidence. Belief in self efficacy and the ability to deal with change and adaptation. A repertoire of social problem solving skills. Rutter 1985

18. Challenges of Mobility Social Chameleon Social Chameleon Migratory instinct Migratory instinct Too many relationships Too many relationships Accumulate loss and grief Accumulate loss and grief Emotionally ‘flat’ Emotionally ‘flat’ Reluctant to engage Reluctant to engage

19. Mobility - Challenges Difficulty in planning Difficulty in planning Latent adolescent Latent adolescent Quick release response Quick release response Guarded/ Insulated Guarded/ Insulated

20. Risk factors Frequent experience of loss and separation. Frequent life changing events Increased awareness of traumatic events. DfES 2001

21. Helping pupils to deal with moving - Leavers Establish an E-mail link with a pupil in the new school Establish an E-mail link with a pupil in the new school Keep accurate records of progress and current targets Keep accurate records of progress and current targets Help resolve any conflicts with other pupils Help resolve any conflicts with other pupils Plan farewell rituals Plan farewell rituals Affirm relationships and achievements Affirm relationships and achievements Think positively about the future Think positively about the future

22. Helping pupils deal with moving - Joiners Have an induction pack which pupils have helped to prepare Have an induction pack which pupils have helped to prepare Have information for parents about your class Have information for parents about your class Nominate other pupils to be mentors for new arrivals Nominate other pupils to be mentors for new arrivals Encourage pupils to talk about where they have been Encourage pupils to talk about where they have been

23. Preparing for Moving Create opportunities for pupils to talk about their experiences of moving Create opportunities for pupils to talk about their experiences of moving Be cognisant of the transition cycle, the time scales and emotional upheaval that can be involved Be cognisant of the transition cycle, the time scales and emotional upheaval that can be involved Look out for signs of separation anxiety Look out for signs of separation anxiety Read relevant literature….The Third Culture Kid Experience is highly recommended Read relevant literature….The Third Culture Kid Experience is highly recommended

24. Supporting pupils during deployment Parents may be away on exercise, deployment or courses. Parents may be away on exercise, deployment or courses. Keep up to date records of whose parents are deployed. Keep up to date records of whose parents are deployed. Be aware of changes in mood or behaviour. Be aware of changes in mood or behaviour. Provide opportunities for pupils to talk about their feelings. Provide opportunities for pupils to talk about their feelings.

25. Supporting pupils during deployment Maintain good links with the Chain of Command. Maintain good links with the Chain of Command. Encourage children to maintain contact with an absent parent. Encourage children to maintain contact with an absent parent. Keep good links with parents. Keep good links with parents. Be aware of the impact of your own feelings. Seek support if necessary. Be aware of the impact of your own feelings. Seek support if necessary.

26. Children’s questions about Cyprus School organistion School organistion School rules School rules Local culture Local culture Local environment Local environment Activities Activities