BC Ministry for Advanced Education, 2012 Canadian Bureau for International Education International Education Strategy (IES), 2014: Aims to nearly.

Developing life skills for unaccompanied

adolescent international students (UAIS)

S. Goobie, D. Gentile, K. Hydes, A. Moll

Bodwell High School

Knowing & helping UAIS

Background

Misconceptions

Vulnerabilities

Life skills development

Discussion

Our workwith UAIS

By the numbers 1/3

BC Ministry for Advanced Education, 2012

By the numbers 2/3

Canadian Bureau for International Education

International Education Strategy (IES), 2014:

Aims to nearly double the number of international students in

Canada from the 2011 level to 450,000 by 2022.

By the numbers 3/3The top five countries whose students are enrolled in B.C.'s elementary and secondary schools are:

Korea (6,100), China (mainland) (1,900), Japan (800), Taiwan (700) and Germany (700).

BC Ministry for Advanced Education, 2012

1. Are rich, from privileged backgrounds2. Want/choose to study abroad3. Know English / don’t know English4. Are already academically strong5. Are similar to immigrant students6. Are prepared for life abroad/independence7. Have enough home/school support8. Are far from at-risk/vulnerable profile

Misconceptions: All international students...

Natalee Popadiuk:

Unfortunately, there is a lack of academic literature that addresses unaccompanied minors studying in Canada and the United States,

despite the fact that these youth have unique concerns given their younger age and more vulnerable status.

Popadiuk, N. (2010). Asian International Student Transition to High School in Canada.

The Qualitative Report: Volume 15 Number 6.

Maslow says...

Becoming an UAIS can be like…

Vulner-abilities

Loss of linguistic fluency

Loss of social network

Loss of cultural fluency

Loss of family support &

mentorship

Loss of personal identity

Limits on institutional

support

Pre-existing personal

challenges

Excessive freedom

(time, money, etc.)

Becoming an UAIS...

Vulner-abilities

Mental health issues

Academic failure

Behav-ioural issues

Addictive behaviour

Discon-nection

from home

Discont-inuity of learning

Unhealthy relation-

ships

Failure means...

“Freddy”New student/ 17 year old Chinese male

Problems begin to occur in class and in dorm. Include: -Late-Sleeping in class-Apathetic -No participation-Rudeness and disrespect -smoking-Failing

Views from Staff: ArrogantSpoiledTrying to be expelledDisrespectfulLazyDoesn’t care

Actions: Meeting and plan for success

What we didn’t know…

Our students aren't always what they seem.

“Freddy”

Natalee Popadiuk:

Despite their resiliency, it is nonetheless incumbent upon schools to provide adequate support to assist these students during their sojourn.

Popadiuk, N. (2010). Asian International Student Transition to High School in Canada.

The Qualitative Report: Volume 15 Number 6.

Intensive language support

Support in establishing

networks

Educational/ cultural

transition support

Increased life skills support

Greater institutional

empathy

Pre- & arrival “assessment”

Structure (i.e. time, activity)

Meaningful adult

mentorship

Provision of support...

Our Mission : The Bodwell Dormitory is a diverse community that provides a safe, active & inclusive environment where residents strengthen their life skills in order to succeed in school and mature into responsible global citizens.

THINK: What are the life skills most important for international students to learn? Why?

1) Self Care2) Interpersonal skills3) Personal Planning4) Leadership

Boarding.Bodwell.edu

Life skill development

Self-

care

Physical

Hygiene

Sleep

Eating

Freedom from addictions

Personal belongings

Emotional

Stress & Anger

Balance

Self-awareness

1)Skill development outcomes

2)Possible indicators of competence

3)Development strategies

Life Skill Focus

SELF

-CAR

E SK

ILLS

Inte

rper

sona

l ski

lls

Relationships

Friends

Roommates

Community

Communication

Conversations

Body language

Manners

Interaction

Conflict resolution

Intercultural communication

Pers

onal

Pla

nnin

g

Time management

Financial management

Goal-setting

Lead

ersh

ip

Role modelling

Community Involvement

Cultural pride & acceptance

Decision making

Exemplifying values

Following rules

Initiative

Pursuing opportunities

Community contribution

Advocacy

Staff-student interaction-Staff vigilance & observation-Identification of students in need-Action plan & contracts

-Follow up

Structure-Daily Routine-Reward systems

Programming

-Activities & outings

-Providing opportunities to practice skills (e.g. Exercise)

-Workshops/Guest speakers

Provision of information

-New student orientation

-Posters & signs

-pamphlets

-TV slides/announcements

What do we do?

ValueUnique classroom perspectives

Cultural Enrichment

Diverse Athletic and Artistic Skills

Benefits to Embracing Diversity: Engagement Bullying

Discussion

Contact us to keep

the discussion going!

[email protected]

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