mteb/BrightProPsychologyRetrieval huggingface dataset:
Useem et al. (1963) depicted individuals who have undergone such an experience
as having distinct standards of interpersonal behavior, work-related  norms
 "Norm \(social\)") , codes of lifestyle and 
perspectives  "Perspective \(cognitive\)") ,
and communication. This creates a new cultural group that does not fall into
their home or host culture, but rather share a culture with all other TCKs.
[10]  In 1993 she wrote:
Authority control databases  : People  
|
###  Kikokushijo
The term _third culture kid_ was first coined by researchers John and  Ruth
Useem  in the 1950s, who used it to
describe the children of American citizens working and living abroad.  [4]
Ruth Useem first used the term after her second year-long visit to  India
 with her fellow  sociologist  /  anthropologist 
husband and three children.  [9]
###  Non-military government
##  Language and third culture individuals
###  Business
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*  Articles with incomplete citations from July 2013 
*  Webarchive template wayback links 
*  Articles with short description 
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* ###  Medical
A
map of the world's major  language families  .
Show all 66 references
From the research that has been conducted on TCKs, it has been found that
subjects are generally more  tolerant  of
different cultures and of people of different backgrounds than subjects from
the same home country who are not TCKs. In addition, TCKs generally feel that
they are better able to adapt to new cultures and understand how to behave
appropriately in these new environments.  [24]  Researcher and teacher Wenda
Sheard surveyed some of her multi-cultural students, most of whom were 
fluent  in two or more languages, and found that
many felt that they had an increased tolerance of other cultures. However, as
one student explained, part of this tolerance was out of necessity for
maintaining a healthy social life in one's new environment and culture.  [24]
TCKs move between cultures before they have had the opportunity to fully
develop their personal and cultural  identity
 "Identity \(social science\)") .  [3]  The
first culture of such individuals refers to the culture of the country from
which the parents originated, the second culture refers to the culture in
which the family currently resides, and the third culture refers to the
distinct cultural ties among all third culture individuals that share no
connection to the first two cultures.  [4]  [5]  [6]
*  Folic acid supplementation and malaria susceptibility and severity among people taking antifolate antimalarial drugs in endemic areas.
1.     1. Bronsard G, Alessandrini M, Fond G, et al. . The prevalence of mental disorders among children and adolescents in the child welfare system: a systematic review and meta-analysis. Medicine 2016;95:e2622-e. 10.1097/MD.0000000000002622 \-  DOI  \-  PMC  \-  PubMed 
2.     1. Ford T, Vostanis P, Meltzer H, et al. . Psychiatric disorder among British children looked after by local authorities: comparison with children living in private households. British Journal of Psychiatry 2007;190:319–25. 10.1192/bjp.bp.106.025023 \-  DOI  \-  PubMed 
3.     1. Long SJ, Evans RE, Fletcher A, et al. . Comparison of substance use, subjective well-being and interpersonal relationships among young people in foster care and private households: a cross sectional analysis of the school health research network survey in Wales. BMJ Open 2017;7:e014198. 10.1136/bmjopen-2016-014198 \-  DOI  \-  PMC  \-  PubMed 
4.     1. Evans R, White J, Turley R, et al. . Comparison of suicidal ideation, suicide attempt and suicide in children and young people in care and non-care populations: systematic review and meta-analysis of prevalence. Child Youth Serv Rev 2017;82:122–9. 10.1016/j.childyouth.2017.09.020 \-  DOI 
5.     1. James S. Why do foster care placements disrupt? an investigation of reasons for placement change in foster care. Soc Serv Rev 2004;78:601–27. 10.1086/424546 \-  DOI
* Mental Health*
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###  Education and career
##  General characteristics
Third culture individuals are particularly adept at building relationships
with other cultures while not possessing a  cultural identity
 of their own.  [3]  They can
also be referred to as cultural hybrids, cultural chameleons, and global
nomads.  [3]  It has been discussed in the past that the characteristics that
have been put forth by prominent researchers in the TCK field have only been
discussed when referring to American children who have lived abroad. However,
there has been further research done on TCKs that shows that the same
characteristics described by Pollock and Useem in the most prominent TCK
literature also apply to individuals from other nations who have also lived
abroad for extended periods of time during their developmental years.  [1]
[6]  [15]  There are benefits and challenges to being a TCK according to
various researchers on the subject. The term _TCKs_ may be applied to all
social classes and includes immigrant and refugee students (Dewaele 8c van
Oudenhoven, 2009).  [16]
*  MedGen 
*  PMC images
Empirical research was done by Katholiki Georgiades, Michael H. Boyle, and
Kelly A. Fife on emotional and behavior problems among adolescent students,
specifically immigrant students. They examined the relationship between
immigrants and racial/ethnic congruence in school. They hypothesized that 
school belonging  is the
connection between congruency and emotional problems. Although their study was
unable to find enough evidence to support their hypothesis, they agree that
school belonging influences emotional-behavioral problems.  [30]  According to
other studies, TCKs are proven to have less emotional stability than those who
grew up in more culturally and socially stable environments.  [31]
##  Statistics (U.S. TCKs)  ") ]
Children and young people’s interventions…
In 1984, author and researcher Norma McCaig used the term _ global nomad
 _ , in order to take into account that
the child's situation was as a result of a parent or parents'  career
 or life choice(s).  [11]
Retrieved from " 
https://en.wikipedia.org/w/index.php?title=Third_culture_kid&oldid=1188551213

"
*  'I probably wouldn't want to talk about anything too personal': A qualitative exploration of how issues of privacy, confidentiality and surveillance in the home impact on access and engagement with online services and spaces for care-experienced young people.
*  The effectiveness, acceptability and cost-effectiveness of psychosocial interventions for maltreated children and adolescents: an evidence synthesis.
#  Third culture kid
Competing interests: None declared.
###  Gender differences
* Social Support
###  Works cited and further reading
##  Career decisions
##  Education and counseling
**Third culture kids** ( **TCK** ) or **third culture individuals** ( **TCI**
) are people who were raised in a  culture  other
than their parents' or the culture of their country of nationality, and also
live in a different environment during a significant part of their  child
development  years.  [1]  They
typically are exposed to a greater volume and variety of cultural influences
than those who grow up in one particular cultural setting.  [2]  The term
applies to both adults and children, as the term _kid_ refers to the
individual's formative or developmental years. However, for clarification,
sometimes the term _**adult third culture kid** _ ( **ATCK** ) is used.
*  Identity (social science)  "Category:Identity \(social science\)")
*  Childhood-related stereotypes 
*  Cultural globalization 
*  Sociological terminology
Kay Branaman Eakin, the former education counselor for the  United States
Department of State  , worked with American families returning to the United
States after having lived abroad. She described a TCK as "someone who, as a
child, has spent a significant period of time in one or more culture(s) other
than his or her own, thus integrating elements of those cultures and their own
birth culture, into a third culture."  [12]  [13]
Though research initially largely focused on children in missionary families
or children of  diplomats  , it has since
expanded to other populations, including non-U.S. citizens. The researchers
who pioneered the TCK research, such as Ruth Useem, were not expecting to find
as many participants as they did. Useem and Cottrell, for example, were
seeking at least 100 participants to respond to a survey that they believed to
be "unconsciously long" but instead had 680 participants (ranging in age from
25 to 84 years) respond to the  questionnaire  . Instances like this one indicate to researchers the
potential in exploring a subject matter that is still open to much research.
[15]
##  Careers that lead to third culture kids
* Liao S, Gendler T (2019) Imagination. In: Zalta EN (ed.) The Stanford encyclopedia of philosophy, Summer 2020 edn.  https://plato.stanford.edu/entries/imagination/
From this one should not conclude that every instance of X-Im counts as
voluntary in the sense that the imaginer should always be fully aware of its
epistemic goals and interests. It might well be the case that sometimes
imaginers simply _find_ themselves imagining certain emotions from the inside,
rather than consciously deliberate about imagining them. Still, this does not
preclude that X-Im is something that someone _does_ , i.e. still subject to
the will “in the sense that it makes sense to direct the will at them and that
the will can influence their course and character” (McGinn,  2004
 Mindsight: image,
dream, meaning. Harvard University Press") , p. 14).
###  Comments for My Angry Imagination
##  Some preliminary concerns
Secondly, you could
Jul 06, 22 08:59 AM
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With emotional imagination, we never imagine emotional _experiences_ , but
rather imagine certain objects or events and eventually get an emotional
response out of it (Currie and Ravenscroft,  2002

Recreative minds: imagination in philosophy and psychology. Oxford University
Press, Oxford") ; Hopkins,  2010  Imagination and affective response. In Webber J \(ed.\)
Reading sartre. On phenomenology and existentialism. Routledge, New York, pp.
100–117") ). As we might put it, emotions seem to be merely incidental to what
is imagined, i.e. they tend, at best, to occur as a likely by-product of what
we imagine.
Conclusion: 20% chances of having that perk
Just as there are no perceptions or perception-like imaginings (or beliefs or
belief-like imaginings) without them being about _something_ , there are no
emotions or emotion-like imaginings without being about _something_ .
Paradigmatic emotional experiences are intentional states (e.g. Goldie,  2002
 Emotions, feelings
and intentionality. Phenomenol Cogn Sci 1\(3\):235–254") ; Kriegel,  2014
 Towards a new
feeling theory of emotion. Eur J Philos 22\(3\):420–442") ), i.e. they are
about something, and they represent states of affairs as being a certain way.
My experience of fear represents the spider as being dangerous and my
experience of disgust represents the smell of a skunk as repugnant. The
specific objects or states of affairs emotions are directed at are their
_particular objects_ and the emotion-specific properties emotions represent
their particular objects as having are their _formal objects_ (Kenny,  1963
 Action, emotion and
will. Routledge and Kegan Paul, London") ; Teroni,  2007
 Emotions and formal
objects. Dialectica 61\(3\):395–415") ).
1. (i)
##  Substantiating emotion-like imagination
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Affective forecasting refers to our ability to anticipate the affective impact
that certain events will have on us by allowing us to pre-experience these
events via imagination (Wilson and Gilbert,  2005

Affective forecasting: knowing what to want. Curr Dir Psychol Sci
14\(3\):131–134") ; Gilbert and Wilson,  2007

Prospection: experiencing the future. Science 317\(5843\):1351–1354") ). This
information will then feed into our decision-making and likely influence the
course of our actions.
Rumination-reflection scale  &action=edit&section=10 "Edit
section: Rumination-reflection scale") ]

The Rumination-Reflection Scale involves 24 items. Half of the questions look
for adaptive reflective thought while the other half note self-rumination
focus. This scale incorporates the Likert Scale.  [37]
Dr. DeFoore
Dynamic assessment of rumination  &action=edit&section=11 "Edit
section: Dynamic assessment of rumination") ]

Recently, researchers have started to developed validated measurement protocol
to best assess rumination in a dynamic fashion using experience sampling
methodology.  [38]
Further reading  &action=edit&section=21 "Edit
section: Further reading") ]

* Pedersen WC, Denson TF, Goss RJ, Vasquez EA, Kelley NJ, Miller N (June 2011). "The impact of rumination on aggressive thoughts, feelings, arousal, and behaviour". _The British Journal of Social Psychology_ . **50** (Pt 2): 281–301.  doi  "Doi \(identifier\)") :  10.1348/014466610X515696  .  PMID  "PMID \(identifier\)")  21545459  .  S2CID  "S2CID \(identifier\)")  207265785  .
* Tsai W, Chang EC, Sanna LJ, Herringshaw AJ (September 2011). "An examination of happiness as a buffer of the rumination–adjustment link: Ethnic differences between European and Asian American students". _ Asian American Journal of Psychology  _ . **2** (3): 168–180.  doi  "Doi \(identifier\)") :  10.1037/a0025319  .  S2CID  "S2CID \(identifier\)")  43930297  .
* Baer RA, Sauer SE (April 2011). "Relationships between depressive rumination, anger rumination, and borderline personality features". _Personality Disorders_ . **2** (2): 142–150.  doi  "Doi \(identifier\)") :  10.1037/a0019478  .  PMID  "PMID \(identifier\)")  22448733  .  S2CID  "S2CID \(identifier\)")  17006066  .
* Simonson J, Mezulis A, Davis K (November 2011). "Socialized to ruminate? Gender role mediates the sex difference in rumination for interpersonal events". _Journal of Social and Clinical Psychology_ . **30** (9): 937–959.  doi  "Doi \(identifier\)") :  10.1521/jscp.2011.30.9.937  .  S2CID  "S2CID \(identifier\)")  30249771  .
* Dickson KS, Ciesla JA, Reilly LC (September 2012). "Rumination, worry, cognitive avoidance, and behavioral avoidance: examination of temporal effects". _Behavior Therapy_ . **43** (3): 629–640.  doi  "Doi \(identifier\)") :  10.1016/j.beth.2011.11.002  .  PMID  "PMID \(identifier\)")  22697450  .

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4. An exception to this tendency is Goldman (  2006  Simulating minds: the philosophy, psychology and neuroscience of mindreading. Oxford University Press, Oxford") ): “
3. ###   Completely Confused By 20 Year Old Son's Behavior
Jul 13, 23 09:08 AM
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3. Trinity College Dublin, Dublin, Ireland
Automatic negative thoughts  &action=edit&section=18 "Edit
section: Automatic negative thoughts") ]

Rumination has been compared to  automatic negative thoughts
 , defined
as repetitive thoughts that contain themes of personal loss or failure. Nolen-
Hoeksema (2004) contends that rumination (as defined in RST) is distinct from
negative automatic thoughts in that while negative automatic thoughts are
relatively shorthand appraisals of loss and depression in depression,
rumination consists of longer chains of repetitive, recyclic, negative and
self-focused thinking that may occur as a response to initial negative
thoughts.  [52]  Nolen also suggests that rumination may, in addition to
analysis of symptoms, causes, and consequences, contain negative themes like
those in automatic thoughts. Similarly, Papageorgiou and Wells (2004) have
provided supports to this conclusion when they found that rumination can
predict depression even when negative cognitions are controlled, suggesting
that these constructs do not wholly overlap and have different predictive
value.  [11]  Despite Nolen-Hoeksema's (2004) argument that rumination and
negative automatic thoughts are distinct phenomena, the Response Style
Questionnaire has been criticized for its conceptual overlap with negative
automatic thoughts.
* _Motivation_ . The aforementioned features of emotional experiences are usually associated with the ability of emotional experiences to motivate us to act or behave in a certain way (Corns,  2014  Unpleasantness, motivational oomph, and painfulness. Mind Language 29\(2\):238–254") ; Scarantino,  2014  The motivational theory of emotions. In: Moral psychology and human agency. OUP, pp. 156–185.") ). Thus, emotional experiences can be said to be _motivational_ , i.e. they can exert a motivational push that can be directly translated into certain behaviors or behavioral tendencies.
Even if we grant that something like X-Im is conceivable, we can still be
concerned about its actual existence, and ask the following question: Is X-Im
_actually_ part of our minds? That is, can we imagine emotional states in a
way that is relevantly similar to other states we can imaginatively recreate
such as perceptions? Currie and Ravenscroft (  2002

Recreative minds: imagination in philosophy and psychology. Oxford University
Press, Oxford") ) say no. Even if they are willing to grant to imagination a
fair amount of recreative power, i.e. they believe that our mind is populated
by imaginative counterparts of a wide variety of non-imaginative mental states
(e.g. belief-like imagining, desire-like imagining, perception-like imagining,
pain-like imagining), they deny that emotions have imaginative counterparts,
there is no emotion-like imagining. They argue that emotions are indeed
“transparent to imagination” (Currie and Ravenscroft,  2002

Recreative minds: imagination in philosophy and psychology. Oxford University
Press, Oxford") , p. 190), i.e. that imaginative representations bring about
full-fledged emotional states, rather than mere imaginative counterparts of
them. In this sense, it is impossible to locate emotional states within the
perimeter of what can be imagined: emotions can only be actually undergone and
never merely imagined. They offer two main reasons to embrace this view: one
phenomenological and one evolutionary. The phenomenological reason relies on
the introspective evidence that we actually undergo emotional experiences when
we entertain imaginative representations. For instance, if we imagine
something amusing, we can respond with _actual_ amusement to it and not with a
merely pretend version of it:
###  Empathic understanding
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However, his brief remarks are found in the broader context of making a case
for simulation theory. Moreover, a large number of his further remarks about
emotions and imagination mainly fall within the category of what we call E-Im,
i.e. emotions as outputs of simulated states of affairs we imagine to
experience (e.g. Goldman,  2006  Simulating minds: the philosophy, psychology and
neuroscience of mindreading. Oxford University Press, Oxford") ). We thus
still lack a detailed account of how X-Im of emotions is supposed to work.
Goal progress theory  &action=edit&section=3 "Edit
section: Goal progress theory") ]

 Goal progress theory 
(GPT), sometimes referred to as Control Theory, seeks to explain rumination as
a function of goal progress. Specifically, GPT views rumination as an example
of the  Zeigarnik Effect  , which
suggests that individuals are more likely to remember information from
unfinished tasks than from finished tasks.  [3]  [4]  From this understanding,
GPT defines rumination as "the tendency to think recurrently about important,
higher order goals that have not yet been attained" or towards which
sufficient progress has not been made.  [4]  [16]

GPT predicts that individuals for whom goal-related information is highly
accessible should be more likely to ruminate. Various studies have provided
support for this prediction.  [3]  However, the rumination experienced is
focused more towards problem solving than rumination described by RST.  [17]
* _Bodily sensations_ . Another prominent feature of emotional experiences is bodily sensations. Emotional experiences are typically accompanied by changes in muscle activity, breath, or heartbeat. A particularly noteworthy feature of this somatic phenomenology is _felt arousal_ : during an emotional experience, the subject feels a more or less localized increase/decrease in the level of energy or excitement (Colombetti and Harrison,  2018  From physiology to experience: Enriching existing conceptions of “arousal” in affective science. In: Tsakiris M, Preester HD \(eds\) The interoceptive mind: from homeostasis to awareness. Oxford University Press, pp. 245–258") ). Again, with bodily sensations and felt arousal, it should be stressed that, in this context, we are interested in their phenomenal dimensions.
> Subjection to the will implies a difference in the _causation_ of images and
> percepts. Percepts typically have their causal origin in external stimuli;
> and even in the case of total hallucination, the causation does not involve
> the subject’s decision-making mechanisms […]. But in the case of images, the
> causation comes from “inside”; it is endogenous not exogenous. It is very
> tempting to resort to the idiom of agent causation: it is _I_ who causes the
> mental images that occupy my consciousness. (McGinn,  2004
>  Mindsight: image,
> dream, meaning. Harvard University Press") , p. 15)