東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Transitional Therapies for Third Cul...

Grad, Emily M.

FindBook

Google Book

Amazon

博客來

Transitional Therapies for Third Culture Kids: Expressive Writing and Mentorship.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Transitional Therapies for Third Culture Kids: Expressive Writing and Mentorship./
作者:	Grad, Emily M.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	220 p.
附註:	Source: Dissertations Abstracts International, Volume: 81-10, Section: A.
Contained By:	Dissertations Abstracts International81-10A.
標題:	Multicultural education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27742977
ISBN:	9781658475266

Transitional Therapies for Third Culture Kids: Expressive Writing and Mentorship.
Grad, Emily M.

Transitional Therapies for Third Culture Kids: Expressive Writing and Mentorship. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 220 p.

Source: Dissertations Abstracts International, Volume: 81-10, Section: A.

Thesis (Ph.D.)--Regent University, 2020.

This item must not be sold to any third party vendors.

Transitioning to university can be difficult for all incoming freshmen. This transition can be especially hard for Third Culture Kids (TCKs) who, on top of the normal demands associated with entering into higher education, also often are questioning their identities and sense of belongingness due to their unique multicultural upbringings (Hervey, 2009). Along with this, many TCKs may struggle with the grief cycle and culture shock (Pollock & Van Reken, 2009). This study analyzes the impact of combining two transitional therapies during the adjustment to university: benefit-based expressive writing and mentorship from teachers who have high emotional intelligence. These two therapies were prioritized because expressing emotions has been found to be beneficial during adjustment (Keer, Johnson, Gans, & Krumine, 2004). Through a phenomenological study of five TCKs who graduated from an international school in Malaysia, this study examined how both written and verbal disclosure-as seen through expressive writing and mentoring sessions-affected the holistic health of these students during their first semester at a foreign university. Holism is concerned with an individual's intellectualism, physical health, emotions, socialization, and spirituality (Ventegodt, Kandel, Ervin, & Merrick, 2015). The participants discussed the need for communal support, optimism, value systems, acknowledging stressors, vulnerability, and identity formation.

ISBN: 9781658475266Subjects--Topical Terms:

526718
Multicultural education.
Subjects--Index Terms:

Emotional intelligence

Transitional Therapies for Third Culture Kids: Expressive Writing and Mentorship.
LDR:02646nmm a2200385 4500 001 2267491
005 20200707094531.5
008 220629s2020 ||||||||||||||||| ||eng d
020 $a 9781658475266
035 $a (MiAaPQ)AAI27742977
035 $a AAI27742977
040 $a MiAaPQ $c MiAaPQ
100 1 $a Grad, Emily M. $3 3544742
245 1 0 $a Transitional Therapies for Third Culture Kids: Expressive Writing and Mentorship.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 220 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-10, Section: A.
500 $a Advisor: Carr, Paul B.
502 $a Thesis (Ph.D.)--Regent University, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a Transitioning to university can be difficult for all incoming freshmen. This transition can be especially hard for Third Culture Kids (TCKs) who, on top of the normal demands associated with entering into higher education, also often are questioning their identities and sense of belongingness due to their unique multicultural upbringings (Hervey, 2009). Along with this, many TCKs may struggle with the grief cycle and culture shock (Pollock & Van Reken, 2009). This study analyzes the impact of combining two transitional therapies during the adjustment to university: benefit-based expressive writing and mentorship from teachers who have high emotional intelligence. These two therapies were prioritized because expressing emotions has been found to be beneficial during adjustment (Keer, Johnson, Gans, & Krumine, 2004). Through a phenomenological study of five TCKs who graduated from an international school in Malaysia, this study examined how both written and verbal disclosure-as seen through expressive writing and mentoring sessions-affected the holistic health of these students during their first semester at a foreign university. Holism is concerned with an individual's intellectualism, physical health, emotions, socialization, and spirituality (Ventegodt, Kandel, Ervin, & Merrick, 2015). The participants discussed the need for communal support, optimism, value systems, acknowledging stressors, vulnerability, and identity formation.
590 $a School code: 1058.
650 4 $a Multicultural education. $3 526718
650 4 $a Secondary education. $3 2122779
650 4 $a Continuing education. $3 527504
653 $a Emotional intelligence
653 $a Expressive writing
653 $a Holistic identity
653 $a Mentorship
653 $a Third Culture Kids
653 $a Transition
690 $a 0455
690 $a 0533
690 $a 0651
710 2 $a Regent University. $b School of Education. $3 3169899
773 0 $t Dissertations Abstracts International $g 81-10A.
790 $a 1058
791 $a Ph.D.
792 $a 2020
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27742977