Using the Kawa Model to explore the ‘Third Culture Kid’ experience

Children who accompany their expatriate parents overseas are referred to as ‘Third Culture Kids’ (TCKs) (Pollock and van Reken 2009). TCKs experience major transitions during their developmental years, a time when identity and sense of belonging are formed (Walters and Auton-Cuff 2009). This presentation is based on a semi-structured interview conducted with an adult TCK using the Kawa Model (Iwama 2006) as a framework. Metaphors are frequently used to describe the TCK experience as these ‘help the subject express feelings and situations with few words but much symbolism and descriptive experience’ (Zilber 2004, p.17). However, to the author’s knowledge, this is the first time the Kawa Model has been used in TCK research. University ethical approval was obtained for the study. The findings of this study will be discussed with consideration of implications for practice. Themes include the process of adjustment, the importance of the social environment and the influences on occupation. As the world becomes increasingly globalised, the probability of occupational therapists encountering TCKs grows. Evidence suggests that TCKs are more likely to attend higher education institutions than the general population (Cottrell, 2002), and educators will therefore also benefit from awareness of the experiences of this group. References: Cottrell, AB (2002) ‘Educational and occupational choices of American adult Third Culture Kids’ in MG Ender (ed) Military brats and other global nomads: growing up in organization families. Westport, CT: Praeger Publishers. pp.229–253. Iwama MK (2006) The Kawa Model: culturally relevant occupational therapy. Philadelphia, PA: Elsevier Limited. Pollock, D, van Reken R (2009) Third Culture Kids: growing up among worlds. London: Nicholas Brealey Publishing. Walters KA and Auton-Cuff FP (2009) ‘A story to tell: the identity development of women growing up as Third Culture Kids. Mental Health, Religion and Culture, 12(7), 755–772. Zilber E (2004) ‘Mobility in metaphor: colourful descriptions of Third Culture Kids’. International Schools Journal, 23(2),17–21

Social media: creating communities of research and practice

Social media has become part of everyday life. By January 2015, over 3 billion internet users had set up more than 3.7 billion active social media accounts (Kemp, cited in Davis and Voyce, 2015). Social media in a professional context offers occupational therapists a powerful communication tool, one they have embraced enthusiastically. An increasing number use it not only to support their continued professional development but also to promote their research among their peers and across international health care networks. There is enormous potential for enabling contact and interaction with colleagues, policy makers, researchers and professional organisations on an equal footing. Recently, even traditional health care organisations, such as the National Health Service (NHS) in the United Kingdom, have facilitated the use of social media by health care professionals, no doubt assisted by its cost efficiencies with reduced cost for time and travel (Lawson and Cowling, 2014). Academic and research organisations likewise recognise that social and online media enrich academic life, whether through using Google Scholar to build research citations, Slideshare to distribute conference presentations, or online groups to collaborate with colleagues