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Coping With China and its Culture

Q: In a general sense, are there marked psychological changes in foreign children after they arrive in China?
A: The psychological changes that children experience on transitioning into China are similar to those that take place within us whenever we experience great change - a process very similar to grief, to that of changing jobs, losing a loved one or even learning a new sport or musical instrument.

The process, as explained by David Pollock (Interaction Inc.), is a period of change during which both internally and externally children 'disengage' from their present environment or school (this phase is characterized by grief, loss, hurt, and often denial of hostile feelings); enter the new environment (a phase characterized by a sense of chaos and feelings of isolation, self-centeredness, loss of continuity, vulnerablity, fear, ambivalence and the shock of the unfamiliar); and finally 're-engage' with the new environment or school (this phase is characterized by a sense of belonging, of knowing others and where they fit in, and a sense of commitment).

Q: What does BISS do to help children cope with their new environment?
A: BISS has a well-developed system of Home Rooms to which each student 'belongs' The Home Room teacher takes a special interest in and care for the children in his or her room. This room gives children a sense of belonging, a ready source of friendship groups and a sympathetic teacher to whom the child can turn during difficult times. The new student attends Home Room each day, and is able to quickly feel more secure.

The teacher organizes a 'buddy' group for the newly arrived student to help ensure that not only are there guides through the complexities of learning a new school system and their way around, but that there is an encouragement of an immediate sense of belonging which goes a long way to alleviating feelings of loss and homesickness.

In addition, Home Room teachers assist with class activities that include the newcomer in 'getting to know you' activities, including personal development and life-skills.

Q: What are typical behavioral patterns when foreign children come to China?
A: These will of course vary according to the age of the child. Children typically experience the feeling that their whole world has turned upside down. They will feel isolated and alone, and marginalized from the mainstream activity that is going on all around them. Children will often refuse to get involved, and will spend a lot of time thinking about an idealized memory of the place they have left. Older children will spend a lot of time just observing what surrounds them.

in an attempt to recognize clues and cues of interaction in order not to make a fool of themselves.

Younger children may experience physical symptoms such as stomach ache and loss of appetite. Sibling relationships will often deteriorate, sometimes
alarmingly. Previously well-adjusted and happy children can become 'monsters' alarmingly. Previously well-adjusted and happy children can become 'monsters' and can experience mild regression to younger behaviors, indulge in tantrums and become argumentative. Academic study and school work will deteriorate, with some high school students finding it difficult to concentrate.

Q: What should parents do to help their children settle down?
A: Parents initially need to inform themselves as much as possible about the nature of transition and the effects not only on children but also on themselves and the family dynamics. Despite good intentions, parents may be less emotionally available to their children during these times, and also need to be aware that their children will almost certainly emotionally retreat from them.

Patience and calmness are two virtues that will benefit a family, but paradoxically are two of the hardest to practice during these often fraught times. [Parents should] try to ensure that as much continuity as possible is provided at home by continuing the same chores, responsibilities and disciplinary expectations.

Q: What does BISS do to maximize foreign children's exposure to Chinese culture?
A: In the K-6 section of the school, all children attend compulsory Chinese Language and Culture lessons. In the High School there is a strong Chinese language program, including provision for Beginners through to Advanced Chinese learners. China Studies Activity Week in the High School and in the K-6 section of the school are opportunities for students to not only develop their social skills but also to visit and learn more about China. In addition, BISS acknowledges and celebrates Chinese national days and holidays.

Q: What does BISS do to combine East-West culture in the school curriculum?
A: BISS is an International Baccalaureate World School, and as such the curriculum reflects a commitment to a global, tolerant yet critical perspective of the world in which we live. This open, creative and rigorous curriculum is delivered to students who make up some 42 different nationalities by internationally experienced teachers from over 12 different countries.