As globalization increases, there has been a rise in expatriate families and, consequently, students enrolled in international schools. These children, known as third culture kids (TCKs), face difficult transitions, identity development challenges, and adverse social-emotional effects. Transition programs have been developed and implemented by some international schools to assist students living in a third culture; however, extended support and specialized TCKs’ programs that address transition, identity, and emotional issues continues to be largely unavailable. To better serve this ever-increasing population, the current literature is examined, and, arising from this, implications and future directions for helping professionals in international schools are presented.

中文翻译：

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在全球范围内成长：第三文化儿童在过渡、身份和幸福方面的体验

随着全球化的发展，外籍家庭以及因此进入国际学校的学生人数有所增加。这些被称为第三文化儿童 (TCK) 的儿童面临着艰难的过渡、身份发展挑战和不利的社会情感影响。一些国际学校制定并实施了过渡计划，以帮助生活在第三文化中的学生；然而，解决过渡、身份和情感问题的扩展支持和专门的 TCK 计划仍然基本上不可用。为了更好地为这个不断增长的人口服务，我们检查了当前的文献，并由此提出了帮助国际学校专业人士的意义和未来方向。