Third Culture Kids and Mental Health
By Angela Gwak, PhD
In today’s world of globalization, various modes of communication, and increasingly flexible settings of remote work, people are moving between countries with greater ease. We are no longer tied to just one location. We are traveling, getting jobs, building families, and raising children overseas. As such, the number of individuals who have lived in multiple countries other than their birth country throughout their childhood years are ever increasing. These individuals are called Third Culture Kids (TCKs) or later when they enter adulthood, Adult Third Culture Kids (ATCKs). Given their multicultural backgrounds, TCKs and ATCKs possess unique skills and strengths but they also face many challenges associated with the adjustments and relocations they struggle through during key developmental years. In fact, research studies have noted that many of these individuals undergo social, emotional, behavioral, and relational difficulties (e.g. Lijadi & Van Schalkwyk, 2014), which can continue well into adulthood. These difficulties are often overlooked by their successes, but their mental health wellbeing matters and should be addressed with the right support.
What does being a Third Culture Kid mean?
The term “Third Culture Kid” was first coined in the early 1950s by two sociologists, Ruth Hill and John Useem. The term is defined as “a person who has spent a significant part of his or her developmental years outside the parents’ culture” (Pollock & Van Reken 2009). While second generation children of immigrants or bicultural children also grow up outside of one or both of their parents’ countries of origin, they often do not experience the same level of transience as TCKs. Often children born after parents immigrate to a new country are awarded that country’s citizenship, and the intention post-immigration is to stay permanently. More often than not, TCKs do not identify themselves with their parents’ home country or culture. Instead they share a unique identity rooted in a “third culture,” which was formed by living in different cultures or countries during critical stages of their development. Since they have spent a significant part of their early lives in places other than their birth country, they have the ability to understand and personally connect to multiple cultures. But interestingly, they also struggle to take full ownership in any at the same time. This absence of roots to a specific country, community, or culture often takes a significant toll on their mental health. TCKs may indeed have difficulty identifying a place where they can fully be themselves or call “home.” As such, many undergo identity crises at some point in their lives. Fortunately, research has found that TCKs and ATCKs primarily ground themselves in close relationships regardless of geographic locations and with those of similar multicultural backgrounds who share their experiences of relocation difficulties (Pollock & Van Reken, 2009).
What are the strengths of being a Third Culture Kid?
TCKs’ life experiences with multiple cultures and their unique upbringing equip them to develop a variety of skills and strengths. These individuals are known to have a global perspective with a heightened sensitivity, awareness, and a greater appreciation of diverse lifestyles, socioeconomic statuses, and cultural values. Many ATCKs also obtain international career opportunities because of their multicultural experiences. They are well-equipped to meet the work demands that require intercultural relational skills and quick ability to adapt to new challenges. Many TCK/ATCKs are also known to be highly educated, multilingually fluent in two or more languages, and likely employed in occupations requiring advanced training and experiences (Cottrell and Useem, 1993). They also often enjoy a global network of connections acquired throughout childhood and young adulthood due to attending international or local schools.
What are some of the challenges of being a Third Culture Kid?
Unfortunately, TCK/ATCKs may face a multitude of problems, including educational, emotional, and psychosocial difficulties. As briefly mentioned, they may experience challenges in identity development and a sense of consistent belonging when living abroad and upon returning to their passport country. At first glance, they may appear well acculturated, but inwardly, they may not feel completely integrated or may be othered by the host country because of their foreign status. This may be exacerbated if there is an incongruence between one’s racial and cultural identity and assumptions are made about how a TCK/ATCK chooses to identify. When they return to their passport country, they may be expected to seamlessly fit in. However, they can experience culture shock and feel like perpetual foreigners due to the vestiges of learned norms and lifestyles acquired from countries they have left behind.
This lack of belonging can lead to a host of negative psychological outcomes. Many can struggle with chronic anxiety, depressed mood, trauma, grief, or low self-esteem to name a few. Understandably, TCKs were thrust into new educational systems and communities with unfamiliar languages. Social and emotional issues can result as they are initially met with new social norms and expected to let go of others that were learned. Especially during earlier years when the more complex reasons for a family’s choice to move may be beyond a child’s level of understanding, TCKs may internalize their relocation difficulties, adjustment struggles, and social exclusion as a personal shortcoming or rejection. These can induce higher levels of emotional dysregulation and relational stress, which can be detrimental to their overall wellbeing and carry well into adulthood.
Another likely consequence of TCKs’ mobility is the difficulty developing intimate and consistent relationships. One of the reasons is based on the repetitive and painful grieving process when leaving one location for another and saying many goodbyes to their community, culture, and country. Oftentimes, they do not effectively learn or know how to bring proper closure. Unresolved losses may influence subsequent relationships because TCKs know that in due time, they will eventually say goodbye again and therefore may unintentionally avoid investing fully into new relationships. These issues may continue into adulthood and ATCKs may struggle with maintaining close, meaningful, and intimate relationships. Or on the flip side, they may hold on too tight to close relationships and fear disconnection. Other problem areas can include feelings of alienation, fear of commitment, fear of rejection, eagerness to please others, restlessness, and rootlessness, which may result in deep insecurities, unhelpful thoughts, and painful emotions. All these effects can negatively impact ATCKs’ interpersonal dynamics, including romantic, social, and work relationships. But all is not lost. These concerns can be adequately addressed with the right support.
Seeking social support and therapy as an ATCK
If these descriptions of TCKs/ATCKs resonated with you and you are also experiencing the emotional and relational toll that come from this unique identity, then consider seeking appropriate social and professional support. It may be helpful to actively search for an ATCK community in your area that you can plug into. Once you find a group, try your best to consistently engage with the group over a long period of time so that you can increase connection with individuals who share similar experiences. These efforts may help you lessen the feelings of rootlessness, foster a greater sense of belonging, and reduce feelings of isolation. In addition, consider seeking an experienced psychologist who is knowledgeable in TCK/ATCK concerns to give you more support in alleviating any unwanted emotions, thoughts, and behaviors associated with your unique life experiences. With the right support, you will be able to further explore your ATCK identity, learn useful skills to combat negative emotions, and find a better understanding on how you are able to function at your best in the different areas of your life and relationships.
About the Author: Dr. Angela Gwak is a psychologist and post-doctoral fellow at MTC. She herself is an ATCK who has lived in multiple countries throughout her life. She uses her innate knowledge and in-depth experience to support her ATCK clients thrive within their environments and relationships.
References:
Cottrell, A. B., & Useem, R. H. (1993). ATCKs Maintain Global Dimensions Throughout Their Lives. November Issue.
Lijadi, A. A., & Van Schalkwyk, G. J. (2014). Narratives of third culture kids: Commitment and reticence in social relationships. The Qualitative Report,19(25), 1.
Pollock, D. C., & Van Reken, R. E. (2009). Third culture kids: Growing up among worlds (Rev. ed.). Boston and London: Nicholas Brealey Publishing.