Cross-Cultural Transition Care in Lithuanian Schools
School Psychologists' Perspectives
Bibliographic Data
| ID | 19556641 |
|---|---|
| Authors | Lingyi Chu (0000-0002-2550-2678, Vytautas Magnus University), Ruta Ziaunienė (SMK University of Applied Social Sciences) |
| Year | 2021 |
| Volume | 12 |
| Issue | 2 |
| Pages | 550-566 |
| Publication date | 2021-09-25 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Education Culture and Society (JOURNAL) |
| Journal identifiers | ISSN: 2081-1640 • E-ISSN: 2081-1640 |
| Publisher | Foundation Pro Scientia Publica (PUBLISHER • PL) |
| DOI | 10.15503/jecs2021.2.550.566 |
| OpenAlex | W3203994394 |
| Language | EN |
| References cited | 9 |
Aim. The study aims to enrich an understanding of how Lithuanian school psychologists perceive the cross-cultural transitional care in the bridging role they are made to play in their schooling contexts in supporting Cross-Culture Kids (CCK). Methods. The article presents research findings of surveying 200 school psychologists from Lithuania on current practices and challenges Lithuanian schools face in working with CCKs and developing effective and comprehensive school-based Cross-Cultural Transition Care Programmes (CCTCP). Results. The analysis shows that Lithuanian school psychologists are unfamiliar with CCK concepts and do not feel prepared to deliver CCTC service to migrant pupils and families or CCTC training to their peer teacher and school administration. Issues surrounding migrant integration are alien to many, and many see it as irrelevant to their school contexts, regardless of governmental attempts to integrate returning Lithuanian emigrants in recent years. Conclusion. The study shows that cross-cultural dialogues—and thus care support—yet need to find space in Lithuanian schools. Through systematic reconsideration, institutions providing educational support and training to key school actors, such as school psychologists, can be better supported. More approachable forms of implementable resources will allow space for schools to negotiate the extent and speed of their involvement, and also provide an arena for cross-cultural narratives and integration care, as they see fit best in their context
Geography · Lithuanian · Negotiation · Pedagogy · Political science · Public relations · Social science · Sociology · Child and Adolescent Psychosocial and Emotional Development · Counseling Practices and Supervision · Migration, Health and Trauma · Psychology
Negotiation of Identities in Multilingual Contexts
Belonging, identity and Third Culture Kids
Welcome to America? International student perceptions of discrimination
The Dynamic Nature of Cultural Identity Throughout Cultural Transitions
Cross-Cultural Transition and Psychological Adaptation of International Students
Introduction
Routledge International Handbook of Cosmopolitanism Studies
Education in Liquid Modernity
Identity and the Need to Belong
| Highly cited | No |
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