Fractured Stories: Self-Experiences of Third Culture Kids

ABSTRACT

The term Third Culture Kid (TCK) was first coined by researchers John and Ruth Useem in the 1950s. These children spend a substantial part of their childhood in countries that differ from their passport country, often for their parent’s work. Because TCKs move from culture to culture prior to having the opportunity to fully develop their personal and cultural identity, they may have additional problems relating to peers within their own ethnic groups. For children who return to the United States after living abroad, they may need to ‘catch up’ as they are at a loss around certain culture references. While they speak the same language as their peers, they had such varied childhoods that there is often a lack of shared memories and reference points that they can use to relate. This paper will explore the additional stress that can occur for TCKs throughout their childhood and adolescence, and how expressive arts therapy can assist them in creating a more cohesive self–narrative. Using play, art and imagination, three case studies of TCK’s will be examined, understanding that children who maintain a capacity for play and creativity can often “play through” life challenges.

Disclosure statement

No potential conflict of interest was reported by the author.

Notes

1. Cases and images presented in this article are used with the express written consent of each patient and/or guardian. Case descriptions are de-identified composites of actual cases; names, locations, and other identifying information has been altered to protect the anonymity of the individual.

Additional information

Notes on contributors

Kristin Long

Kristin Long, MA, RDT/BCT, LCAT, LP is a psychoanalyst, drama therapist, and clinical supervisor in private practice in New York City, where she works with children, adolescents, adults, and families. She is on the faculty at The Institute for Expressive Analysis and in the Drama Therapy program at New York University.