Mobility and Deployment

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Mobility and Deployment

• The Psychological Dimensions
• Anne Wilson, Senior Educational Psychologist,
• Service Childrens Education, Episkopi

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Mobility and Deployment

• Patterns of mobility and deployment
• The transition process
• Risk and Resilience factors
• Preparing pupils for moving

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Number of Service Children

• Approx 10,000 overseas in SCE schools in Germany,
  Belgium, The Netherlands, Gibraltar, Cyprus,
  Belize, Brunei, Italy, Denmark
• Another 1,000 overseas but not in SCE schools
• Approx 80,000 in UK

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Dobson and Henthorne (1)

• Mobility Rate ( JPL)
• Pupils joining pupils leaving x 100
  Total school roll

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Dobson and Henthorne Report (2)

• Mobility rate of more than 20 is considered
  to be high
• Schools with forces children had some of the
  highest mobility rates
• They also had the least stable core of pupils

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Experience of Moving

• Many units will move together at frequent
  intervals
• Other families will move on individual trickle
  postings
• Whilst a family is overseas there will probably
  be periods of deployment

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2nd Battalion Royal Welsh Fusiliers

• 1997 Chepstow N Ireland 6 months
• 1998 RAF Brawdy
• 2001 Ballykelly Sierre Leone
• 2002 Turnhill N Ireland Easter
• 2004 Aldershot Iraq 6 months, N Ireland,
  firemens strike
• 2006 Episkopi Iraq, Afghanistan
• 2008 Chester

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2nd Battalion Royal Regiment of Fusiliers

• 1996 Celle, Germany Kosovo
• 2001 St Georges, UK N Ireland x 2
• 2003 Belfast, N Ireland Iraq
• 2006 Dhekelia, Iraq/ Afghanistan
• Cyprus Jordan x 2
• 2008 Hounslow

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TRANSITION
CHAOS
ENTERING
LEAVING
Anxiety Status Less
Re-engaging Observation Introduction Vulnerability
Disengaging Preparation Celebration Denial
RE-INVOLVEMENT
INVOLVEMENT
Settled Commitment Status Intimacy
Settled Commitment Status Intimacy

• The Transition Experience

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Transition - Disengagement

• Pupils may begin to disengage up to 6 months
  before the move
• Energy and emotion devoted to planning ahead
• Pupils may be excluded by peers or may exclude
  themselves

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Transition - Moving

• A busy and chaotic period
• The pupils needs may be overlooked
• Excitement and anticipation
• Sadness, grieving
• Loss of confidence and self esteem

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Transition - Re-engagement

• May take up to 6 months to feel fully involved in
  the new location
• Some pupils will feel a huge sense of loss
• Some pupils may experience culture shock
• Parents will need time to adjust and settle as
  well as pupils

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Service Children

• May have a strong sense of belonging to the
  service community
• May deal with transitions best when they move to
  schools with a high number of service pupils
• Their overall development will be affected by
  mobility

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Benefits of Mobility

• Adaptable and flexible pupils
• Confident in change
• Wide network of friends
• Worldwide perspective
• Value relationships
• Sense the importance of now

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Benefits of mobility

• Establish deeper relationships
• Develop closure skills
• Mature compared to peers

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Elements of Resilience

• Sense of self esteem and confidence.
• Belief in self efficacy and the ability to deal
  with change and adaptation.
• A repertoire of social problem solving skills.
• Rutter 1985

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Challenges of Mobility

• Social Chameleon
• Migratory instinct
• Too many relationships
• Accumulate loss and grief
• Emotionally flat
• Reluctant to engage

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Mobility - Challenges

• Difficulty in planning
• Latent adolescent
• Quick release response
• Guarded/ Insulated

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Risk factors

• Frequent experience of loss and separation.
• Frequent life changing events
• Increased awareness of traumatic events.
• DfES 2001

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Helping pupils to deal with moving - Leavers

• Establish an E-mail link with a pupil in the new
  school
• Keep accurate records of progress and current
  targets
• Help resolve any conflicts with other pupils
• Plan farewell rituals
• Affirm relationships and achievements
• Think positively about the future

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Helping pupils deal with moving - Joiners

• Have an induction pack which pupils have helped
  to prepare
• Have information for parents about your class
• Nominate other pupils to be mentors for new
  arrivals
• Encourage pupils to talk about where they have
  been

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Preparing for Moving

• Create opportunities for pupils to talk about
  their experiences of moving
• Be cognisant of the transition cycle, the time
  scales and emotional upheaval that can be
  involved
• Look out for signs of separation anxiety
• Read relevant literature.The Third Culture Kid
  Experience is highly recommended

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Supporting pupils during deployment

• Parents may be away on exercise, deployment or
  courses.
• Keep up to date records of whose parents are
  deployed.
• Be aware of changes in mood or behaviour.
• Provide opportunities for pupils to talk about
  their feelings.

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Supporting pupils during deployment

• Maintain good links with the Chain of Command.
• Encourage children to maintain contact with an
  absent parent.
• Keep good links with parents.
• Be aware of the impact of your own feelings.
  Seek support if necessary.

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Childrens questions about Cyprus

• School organistion
• School rules
• Local culture
• Local environment
• Activities

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