I love research. In undergrad I was a part of a collaborative research elective for three years where I learned everything from research design, to data collection and interpretation, to managing research teams. We conducted the same study every year, each year pivoting and evolving it to be able to do it better each year. It took creativity, commitment, critical thinking, and - because we had human subjects - people skills. 

I learned to love research because of how it both sharpened my eyes to be able notice specific relationships between variables, and for how it shown a light on things that are otherwise very hard to see. 

You need both things to develop understanding of the things being studied: discerning eyes and a light to highlight what to specifically look for.

For a long time, Third Culture Kid (TCK) mental health simply was not studied. While TCKs are now being recognized within our own expat worlds, I still find it extremely rare to find a monocultural person who has heard the term TCK, much less understands what it means. In my counseling graduate program, no one had ever heard of TCKs. Which means hundreds of new therapists were entering the workforce not knowing that this population exists. Which in turn means that they will not be able to recognize or understand some of the intricacies of a TCK client that walks through their doors. 

I am passionate about the need for research in mental health fields because, the more data there is, the more likely it will be taught to up-and-coming clinicians and the better they will be equipped to provide effective services for TCKs.

So when I heard that TCK Training was conducting research on TCKs and ACE scores I was THRILLED. 

I chatted with Tanya Crossman, the director of research with TCK Training, and she summarized their current research project in this way:

"As Director of Research and International Education at TCK Training I am currently overseeing a survey of Adult TCKs that I'm really excited about! The survey title is "Impact of Childhood Global Mobility on Adult Wellness" and in it we ask questions that will allow us to compare multiple types of research done previously among populations not impacted by global mobility with the experiences of those who grew up between countries and cultures. We're tracking both positive childhood experiences (that are proven to build resilience) and adverse childhood experiences (that have proven links with difficult outcomes in adulthood). Then we ask about outcomes in adulthood tracked in some of these other studies, to see if the trends will look similar or different among people who experienced global mobility in childhood. So far we have about 600 completed responses from ATCKs from over 50 different passport countries!"

She goes on to explain why she is passionate about this particular research study:

"So often the research available to parents, counsellors, educators, international schools, and other groups who care about TCKs is about child development generally, or specific to a single country. When we contextualise this to the TCKs, we're partially guessing at how it applies. It also gives many people a reason to dismiss what we do know from research, as they can say "but that doesn't apply in this context". Doing research that embraces the experiences of globally mobile individuals from different backgrounds all around the world helps us to see what is actually happening in these communities. TCK Training has already done research into Adverse Childhood Experiences (ACEs) and potentially traumatic events among TCKs from different backgrounds. In this new survey, we also get a better picture of what works to counteract this - again, specifically in the context of global mobility."

I love this research because it both validates and advocates for TCK mental health in a way that is very applicable within clincal settings:

Validates - that our experiences are real, that they are shared by others, that they can be named, measured, and eventually understood. 

Advocates - to those who do not have these experiences, to help them see, understand and hopefully adapt their practices for the sake of developing more effective preventative and reactive care. 

When these things happen, systems can start to change. Individuals, schools, companies, sending organizations, member care leaders can make more informed decisions, can make fewer mistakes because "they didn't know", and can evolve services to better prevent and address TCK specific mental health needs. 

In other words, this research helps to shine a light on the truth, so we can make changes for the betterment of the well-being of those at risk.

My dream is to one day see TCKs and their unique experiences acknowledged and taught in graduate programs for counseling and related mental health fields. For TCKs to have their own section in the "social and cultural diversity" classes we all take. Wouldn't that feel glorious?

But for now, we can start by educating ourselves with what has already been written, and supporting current efforts to go further.

If you are an adult TCK, you can do this by taking TCK Training's survey and having your voice be heard. Cheers to a brighter, more informed future one step at a time!

<3 Maria