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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
