The Foreign Service Journal, June 2011

84 F O R E I G N S E R V I C E J O U R N A L / J U N E 2 0 1 1 S CHOOLS S UPPLEMENT in which the child can succeed and develop some measure of self-confi- dence. Having such portable skills and interests is even more important when children search for a new group of friends or connect with a new school or community. Kids who lose interest in school, or see their grades decline, may be expressing how they are processing their emotions and their lack of con- nection. Students with learning dis- abilities or whose learning needs are not being met may experience even greater frustration and discourage- ment. Dr. Brooks also points to the role of the charismatic adult in the life of a child, particularly if he or she is at risk or emotionally vulnerable. The term “charismatic adult,” first coined by the psychologist Julius Siegel, refers to any adult who is “a person with whom children can identify and from whom they gather strength.” He or she could be a teacher, coach, scout leader, religious figure or other Stages of Emotional Transition O ne well-known transition model defines five phases: involvement, leaving, chaos/ crisis, entering and reinvolvement. Involvement is the stage when life is humming along, before a move. Reinvolvement happens when, after a move, the family is once again back on track — feeling happy and in control of life. It’s what happens in the middle of this cycle — the leaving, chaos/ crisis and entering part — that is the great challenge! Awareness of these stages helps parents and schools respond appropri- ately. The goal is to guide our families through the transition in a way that enhances each member’s resiliency. — Rebecca Grappo, from “Building Resiliency in Global Nomads,” FSJ Schools Supplement, December 2008