Page 73 - EMCAPP-Journal No. 8

Christian Psychology alive

MK to constantly lose their close relationships, locals they play with, or interact with in various
their possessions, and what they knew as ‘nor- settings. It would appear that the parents lear-
mal’ for that time. The grief experienced from ned the languages spoken in these places, but
these losses therefore can occur regularly. Ho- this wasn’t passed down to the children. It was
wever, as this grief is not associated with loss also evident that there was a sense of ‘othering’.
due to death, it is not often acknowledged cor- MKs saw themselves as quite different from lo-
rectly. Another effect of this lifestyle is the sense cals, and would at time worry about their safety
of rootlessness, and lack of identity. Their idea around the locals. This goes to show the image
of home is often a complex and confusing one, that they had formed, which would further make
due to their mobile lifestyle (Bikos, et al., 2009; it difficult to identify with the locals. It was evi-
Gerner & Perry, 2000; Hervey, 2009). They dent that they related easier to other MKs, who
spent little time in the country, which issued share the same sense of liminality than they did
their passport, and they are still outsiders in the with local children, or even children from the
countries they move to. This makes it difficult countries which issued their passports. Change,
to form a sense of belonging, and therefore an being the only constant in their lives, made it
identity (Dixon & Hayden, 2008). One therefore difficult for them to form strong interpersonal
understands the loss of control that some MKs relationships with others (Hervey, 2009). It also
feel. They don’t often have a say in the decision- made it difficult for them to find stability, which
making process of moving, and these significant caused several difficulties, manifesting through
changes happen in their lives without their con- anxiety and obsessive-compulsive tendencies.
trol (Limberg & Lambie, 2011). This could lead
to a desire to seek control, which can manifest Working professionally with the anxious MK
into pathology (Hogendoorn, et al., 2014). The MKs had an understanding and apprecia-
tion of the work their families were doing, but
From a young age, the MK goes through a pro- were also able to express how hard it is for them
cess of transitioning, entering, and leaving; at times. Parents were seen separately from the
every time they join a school or are immersed MK, to have a space in which to adequately give
into a new culture (Limberg & Lambie, 2011). a detailed background and express their main
Unlike other TCKs, MKs do not often go to in- concerns. After which, the MK was seen for an
ternational schools with ample psycho-social assessment or for therapy, depending on the
resources available to them (Adams, Shaver, & discussion with the parent. The psychologist
White, 2003). Instead, they join local schools as approached these situations using the following
their families become a part of the communi- principles:
ty. Many of these schools do not have the social
support to help MKs through their transitions, 1. Working with the anxious child requires the
which may leave them with unresolved issues. therapist to be explicit and transparent at
These difficulties my later develop into anxiety every point of the treatment, for a sense of
and depression, due to the lack of stability and stability and safety to be established, along
predictability (Davis, et al., 2010; Davis, et al., with predictability.
2013). 2. Given their anxiety, and apprehension to
new situations, the MKs were slow to warm
The author has worked with home-schooled up. This was expected, and therefore it is ne-
MKs and their families, due to the MK strugg- cessary to be consistently warm and inviting
ling with childhood anxiety, as well as obsessi- in spite of what they brought to the session.
ve-compulsive tendencies. These MKs were all This was done to reassure them of the safe
young boys of primary-schooling age, who are space, and also that their withdrawal won’t
being home-schooled in third-world countries. cause a lack of connection.
English was spoken within the home, but was 3. Finding out their interests early on in the
not the main language where they lived. This session helped, as those were used as ways
caused a division between themselves and the to introduce certain topics.

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