Homesicknessandcultureshockforblog
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Homesickness is the feeling of missing home and the distress caused by separation from one's home environment. Symptoms can range from mild to severe and often occur in students living away from home. To cope, one should keep busy with enjoyable activities, understand that change causes stress, seek social support, and make one's new residence feel more like home. Culture shock describes the disorientation one feels when adapting to an unfamiliar culture and way of life. Lakeland College provides wellness coordinators, clubs, and student associations to help students experiencing homesickness or culture shock adjust.
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Studying abroad can bring immense opportunities but also lead to homesickness and depression during the transition to a new environment, especially for those leaving home alone for the first time. Homesickness and depression are unpredictable and can vary in severity between individuals, depending on a mix of reasons and complicated factors. It is important to handle homesickness and seek help to overcome it.
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Studying abroad can bring immense opportunities but also lead to homesickness and depression during the transition to a new environment, especially for those leaving home alone for the first time. Homesickness and depression are unpredictable and can vary in severity between individuals, depending on a mix of reasons and complicated factors. It is important to handle homesickness and seek help to overcome it.
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YEO 2012_Confronting Ethnocentrism, Bangkok
This document summarizes a presentation on developing cultural competence by confronting ethnocentrism. It discusses key concepts like culture, cultural differences, ethnocentrism and culture shock. It emphasizes that culture is an integrated system of learned behaviors unique to a group. Ethnocentrism is the tendency to view one's own culture as natural and correct. Developing cultural competence requires understanding that while some behaviors are universal, many are cultural and differ between groups. It also involves recognizing the stages of culture shock when encountering differences. The presentation aims to help people better understand and adapt to cultural variations without judgment.
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1) Living abroad can cause profound personal growth but also culture shock, including when returning home (reverse culture shock).
2) Symptoms of reverse culture shock include restlessness, boredom, irritability with one's home culture, and longing for the host country.
3) It is important to anticipate reverse culture shock by considering one's changed values and adjusting expectations about home, and to maintain connections to the host culture through language, media, and involvement with international communities.
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Examine the nature of culture stress and culture shock in crossing cultures. Various theoretical analyses. Link that to the life of urban spirituality.
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- Culture exists in the minds of people and is learned from previous generations;
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Culture shock is a state of anxiety and confusion experienced when encountering an unfamiliar environment, such as immigrants, students abroad, or those who relocate for work. There are several stages of culture shock: an initial "honeymoon" stage, followed by feelings of negativity and homesickness in the difficult stage, then a gradual adjustment and acceptance of the new culture. Upon returning home, there may also be re-entry shock from realizing one's native culture has changed during their time away. The document provides tips for coping with culture shock such as developing new hobbies, staying positive, and connecting with others from both one's original and new cultures.
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Gabrielle discussed the need to be aware of bereavement within and around transition services for children and young people and to support young people who may be experiencing this.
Gabrielle discussed the vision of the UK Child Bereavement “Child Bereavement UK believes all families should have the support they need to rebuild their lives when a child grieves or when a child dies. Our mission is to ensure the accessibility of high quality child bereavement support and information to all families an professionals, by increasing our reach, plugging the gaps that exist in bereavement support and training, and embedding standards in the sector.”
Gabrielle went on to discuss some of the theory behind the process of bereavement and what professionals might need to be aware of in this process. Gabrielle left us with some key messages, which were:
• Understanding, love and sensitivity
• To be involved
• Honesty
• Information
• Opportunity to express feelings
• To revisit their grief as they become older
Cross Cultural Conflict and Adjustment
Cultural conflicts can arise from misinterpretations, ethnocentrism, stereotypes, and prejudice between cultures. When people move to a new culture, they experience stages of cultural adjustment including initial fascination, culture shock, learning to navigate daily life, potential isolation, and eventual acceptance and integration. Upon returning home, people may also go through return anxiety, an initial excitement, and then re-entry shock as friends and family do not fully understand their experiences in the new culture. Preventing conflicts and easing adjustment requires awareness of cultural influences and sensitivity to differences.
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Cultural conflicts can arise from misinterpretations, ethnocentrism, stereotypes, and prejudice between cultures. When people move to a new culture, they experience culture shock as they adjust to different customs and ways of life. There are distinct stages of adjustment, beginning with an initial "honeymoon period" excitement, followed by culture shock and struggles with daily tasks. With time and experience, people can progress to feeling more mentally isolated, then eventually reaching acceptance and integration into the new culture. Upon returning home, people may also experience reverse culture shock in readjusting to their native culture. Preventing cross-cultural conflicts requires awareness of attitudes and sensitivity to cultural differences.
Cultural and diversity awareness workshop
This document discusses cultural and diversity awareness. It defines prejudice and discrimination and encourages sharing experiences of feeling included and excluded. It emphasizes the importance of making people feel included by remembering names, listening, involving everyone, and understanding different abilities, cultures, values and beliefs. It also discusses disability, mental health, well-being, and indicators of mental distress. The document stresses cultural awareness, including different concepts of culture, language barriers, and cultural differences regarding etiquette, socializing, religion, gender, and relationships. It encourages learning names, engaging with other cultures, and focusing on open-minded communication and understanding differences.
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Educators should support cultural diversity, gender equity, and individual differences through play. They should represent different cultures, religions, and values in the classroom without bias or stereotyping. While some children tend to prefer certain gendered toys like dolls or blocks, educators should provide diverse options and encourage all children to play in all areas. Educators also need to be aware of differences in family values and blend home and center experiences with respect and sensitivity for individual children.
Planning play experiences
Early childhood educators plan play experiences to support children's development, help them practice skills for later life, and gauge developmental progress. The planning process involves considering factors like group size and abilities, setting goals, choosing materials, implementing plans, observing children, and adjusting activities based on reflections. Educators ask questions about how spaces and community resources can enrich learning, the child's role in choosing activities, and using indoor and outdoor areas.
Experience centres
This document discusses planning for play experiences in early childhood education centers. It emphasizes responsive environments that evolve based on children's expressed interests. Programming is developed through observations of children's interests, questions, and engagement with materials. Planning tools like webbing diagrams and flow charts can be used to map out potential experiences and connections between activities to support children's learning.
Programming approaches
The document discusses different approaches to planning early childhood education, focusing on the developmental approach. This approach organizes activities to help children develop skills in key areas including social, physical, language, intellectual, creative, and emotional domains. It encourages exploring children's interests while addressing multiple developmental areas through each activity. The document also briefly mentions emergent, project-based, and thematic programming approaches.
Planning play experiences
Early childhood educators plan play experiences to support children's development, help them practice skills for later life, and gauge developmental progress. The planning process involves considering factors like group size and abilities, setting goals, choosing materials, implementing plans, observing children, and adjusting activities based on reflections. Educators ask questions about how spaces and community resources can enrich learning, the child's role in choosing activities, and using indoor and outdoor areas.
Subjective – Objective Exercise
This document contains a series of statements and asks the reader to identify whether each statement is subjective (S) or objective (O). The statements describe people's behaviors, emotions, and opinions. Subjective statements express personal feelings, views, or beliefs, while objective statements are factual descriptions that can be observed or proven.
Observations
There are three main types of observations for early childhood education: anecdotal records, event sampling, and checklists. Anecdotal records involve writing short narratives about specific observed incidents, with the goal of documenting a child's growth and behavior over time. When taking anecdotal records, educators should record details like the date, child's age, developmental characteristics, and happenings, and keep the record factual, objective, and concise. Educators then review observation information to identify themes, examine needs, and develop individualized education programs that support each child's development.
Quality Outdoor Play Environments
The document discusses creating quality outdoor play environments for children. It emphasizes including natural elements, flexible play structures, and loose parts to encourage inclusive physical activity. The practitioner's role is to plan experiences based on children's skills, consider individual learning styles, and manage safe risks to support active outdoor play.
Planning play experiences
Early childhood educators plan play experiences to support children's development, help them practice skills for later life, and gauge developmental progress. The planning process involves considering factors like group size and abilities, setting goals, choosing materials, implementing plans, observing children, and adjusting activities based on reflections. Educators ask questions about how spaces and community resources can enrich learning, the child's role in choosing activities, and using indoor and outdoor areas.
The planning cycle
The document discusses different approaches to planning early childhood education programs. It describes the developmental approach, which focuses on developing the whole child across social, physical, language, intellectual, creative, and emotional domains. It also outlines the curriculum area approach, which is organized by subject areas, and the thematic approach, also called an integrated curriculum, which allows children to explore topics in depth through related activities across subjects. Finally, it discusses the project approach or emergent curriculum, where children explore real topics of immediate interest through applying their skills creatively.
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- 2. What is homesickness? The feeling of missing home. The distress or impairment caused by an actual separation from the specific home environment or objects. These symptoms may range from mild to severe. Occurs when one travels and may be overwhelmed by unfamiliar environments or foreign cultural contexts. It is especially common in students • Wikipedia: 2013
- 3. How can I deal with these feelings? Do something you enjoy- plan a trip Keep busy-go to the gym everyday Understand that change can be stressful Do something about it- go talk to someone Reflect- why are you homesick? Eat and sleep as well as possible Make your new residence feel like a home Be positive! Change is hard but it can be great! • Wikihow: 2013
- 4. I’m homesick what can I do at Lakeland College to help me overcome this? Contact the Wellness Coordinator on either campuses Melissa Rothwell at 780-853-8434 (Vermilion) Nadine Konyk TBA (Lloyd)
- 5. What is culture shock “ Culture shock is the personal disorientation a person may feel when experiencing an unfamiliar way of life due to immigration or a visit to a new country, or to a move between social environments, also a simple travel to another type of life.” • Wikipedia; 2013
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