Child sexual abuse risk?

“The risk of child sexual abuse is significant during deputation and home assignment!”, Heather*, a supervisor, tells Janet*, a member care worker.

Janet is about to visit a couple, Shane* and Rose*, and their four children, Kathryn*, Emily*, Zac* and Peter*, who are soon to begin deputation, raising support at a number of churches, prior to their departure to work in DR Congo.

In response, Janet asks, “How do I prepare Shane and Rose to care for their children during deputation and beyond?”

What would you say or do?

Analysis

Most families serving, or about to serve, cross-culturally need to undergo a period of deputation or home assignment (HA), a time in which they typically attend many churches and meetings to raise financial and prayer support. During this period many parents believe that their children are in a safe bubble (Crossman, 2022).

Risk of Child Sexual Abuse

Unfortunately, home assignment and deputation are times when children are at significant risk of child sexual abuse, according to Paul Tuxworth, who lectures in ‘Child Abuse in Christian Communities: Prevention and Response: Learning from our mistakes, creating safe spaces’ at the Brisbane School of Theology.

Tuxworth (personal correspondence, 2023) started talking about the risks faced by missionary kids (MKs) on home assignment and deputation a number of years ago after a twelve month period where he investigated four cases of child sexual abuse (CSA) of MKs on home assignment or deputation.  He writes:

‘Deputation and HA are high CSA risk activities for MKs.  The MK CSA risks start before they go overseas.  I believe there are a number of reasons for this: 

  • Most missionary parents still have a “stranger danger” mindset. If they think about the CSA risks their child faces at all, they believe it is the nationals in their host country that pose the greatest risk when statistically they are the lowest risk group. Because of this “stranger danger” mindset they don’t consider or prepare for the CSA risks faced by their children in deputation or HA…
  • During deputation and home assignment missionary families are often billeted with other families and follow the host families suggestions.  The other families decide where the MKs will sleep and who they will share a room with…
  • Both missionary parents are often busy networking day and night.
  • MKs are often minded by relative strangers.’

Tuxworth also raised concerns that mission agencies were not mentioning the risk of CSA at the start of deputation, leaving mission families unaware and unprepared.

Tuxworth’s claims that CSA is a significant risk is supported by the findings from a survey of international MKs (Crossman, 2022). With respect to CSA, this survey, conducted in 2021, of 1904 adult TCKs (third culture kids**), 88% of whom were MKs, found that 24% of TCKs born after 1980 reported experiencing child sexual abuse, as defined by the Adverse Childhood Experiences (ACE) questionnaire (perpetrated by an adult or a child at least five years older). That is one in four TCKs. Even more homeschooled MKs – 28% – reported experiencing sexual abuse. The rate of sexual abuse in MKs who were not homeschooled was a little lower – 21%, or one in five.  

Another form of CSA focused on by the survey is child-to-child sexual abuse, which occurs before age sixteen, when the perpetrator is another child. The rate among TCKs generally and MKs who were not homeschooled was 26% – one in four; among homeschooled MKs it was slightly higher, at 29%.

The survey also asked about grooming. This is when an adult prepares a child for future abuse – testing their boundaries and getting them accustomed to inappropriate words/touch. One in three homeschooled MKs (33%) reported experiencing grooming, compared to 24% (one in four) of other MKs, and 27% of TCKs generally.

How do these figures compare with the general population in Australia?

These figures are on par with that reported for child sexual abuse in the general population of Australia. The Australian Child Maltreatment Study (ACMS) estimates that around one in four (28.5%) Australians aged sixteen years and over have experienced child sexual abuse, with females twice as likely to have experienced child sexual abuse (37.3% compared to 18.8%) (National Office for Child Safety, 2024). 

It is worth highlighting that it can be extra challenging for MKs and TCKs to report abuse in a cross-cultural setting. In close-knit mission communities they can risk being ostracised (Christianity Today, 2022). Additionally, often TCK’s are moved around a lot, which can negatively impact their support structures.

“The sense of reality and what’s true and real in a new situation is thrown up in the air,” said Pollock. “Their relational anchors get pulled up. And then structures of reporting, like who’s safe, may be missing or changed.” 

Hopkins, 2022

Member care is preventative as well as reactive.  

Tuxworth (personal correspondence, 2023) writes:

‘None of the parents imagined this [CSA] could happen, so none of them had protection strategies in place that could have prevented the abuse…  

Deputation and HA are high risk activities, mission organisations should regularly talk about this and equip their families with suitable prevention strategies.

  • I believe the highest CSA risk to MKs are other MKs.  This is also not often talked about.  
  • I have visited several missionary compounds that are surrounded by an 8 foot tall chain link and barbed wire fence with armed guards at the gates.  I am sure the missionary parents seldom consider the fact that the greatest CSA risks are locked in on the inside of the fence with their children each night.’

What can we do as member care workers and agencies/churches in the area of preventative care?

Risk can be mitigated by putting in place prevention measures to limit the chance of child sexual abuse. Since one in four MKs experience child sexual abuse, it is surely the combined responsibility of parents, sending organisations and member care workers to protect them as much as possible. Member care workers can equip parents with suitable resources and strategies to reduce the risk of child sexual abuse happening to their children; include child safety risk assessments in their topics to discuss with parents; ask parents what strategies they have been using to teach their children about child safety. Children can be empowered to keep themselves safe. 

An ounce of prevention is worth a pound of cure‘ (Benjamin Franklin)

Let’s now reflect on a story with some similarities in the Bible.

A story to consider

Some time later, David’s son Amnon fell in love with Tamar. She was the beautiful sister of Absalom. He was another one of David’s sons.

Amnon wanted his sister Tamar so much that it made him sick. She was a virgin, and it seemed impossible for him to do what he wanted with her.

2 Samuel 13:1-2

Amnon’s adviser, Jonadab, plots Tamar’s violation, instructing Amnon to go to bed and pretend to be sick.

So Amnon went to bed. He pretended to be sick. The king came to see him. Amnon said to him, “I would like my sister Tamar to come here. I want to watch her make some special bread. Then she can feed it to me.”

David sent a message to Tamar at the palace. He said, “Go to your brother Amnon’s house. Prepare some food for him.” So Tamar went to the house of her brother Amnon. He was lying in bed. She got some dough and mixed it. She shaped the bread right there in front of him. And she baked it. Then she took the bread out of the pan and served it to him. But he refused to eat it.

“Send everyone out of here,” Amnon said. So everyone left him. Then he said to Tamar, “Bring the food here into my bedroom. Please feed it to me.” So Tamar picked up the bread she had prepared. She brought it to her brother Amnon in his bedroom. She took it to him so he could eat it. But he grabbed her. He said, “My sister, come to bed with me.”

“No, my brother!” she said to him. “Don’t force me! An evil thing like that should never be done in Israel! Don’t do it! What about me? How could I ever get rid of my shame? And what about you? You would be as foolish as any evil person in Israel. Please speak to the king. He won’t keep me from marrying you.” But Amnon refused to listen to her. He was stronger than she was. So he raped her.

2 Samuel 13:6-16

While this story is not an account of child sexual abuse, it is an account of both power and sexual abuse, which leaves the victim, Tamar, with an enormous burden of shame. She chooses to publicly mourn rather than hiding what had happened to her and, in so doing, called for justice to be done. 

Unfortunately, David, Tamar’s father, whilst angry, did not punish Amnon. As in the story of Eli and Samuel, David failed to have control of his sons (Balwin, 1988: 250). Conflict ensued as Absalom waited for an opportunity to take revenge. 

It is interesting to note that Tamar, the victim of abuse, is the only daughter of David to be named in the Bible and is honoured as a righteous woman.

Child sexual abuse victims similarly report feeling shame and grief, despite their innocence. Oh, that they would experience honour instead!

what is mankind that you are mindful of them,
    human beings that you care for them?

You have made them a little lower than the angels
    and crowned them with glory and honour.

You made them rulers over the works of your hands;
    you put everything under their feet.
 

Psalm 8: 4-6

Instead of your shame
    you will receive a double portion,

and instead of disgrace
    you will rejoice in your inheritance.

And so you will inherit a double portion in your land,
    and everlasting joy will be yours.

Isaiah 61:7

What happened? How were these cross-cultural workers and their children cared for?

Janet raised Shane and Rose’s awareness of the risk of child sexual abuse during deputation, and, later, on location. She mentioned that most children do not tell anyone they have been sexually abused until they are in their 20’s.  Thus, it is important for them to build the sort of relationships where their children feel comfortable talking with them about sexual topics. Then Janet offered the parents a couple of age-appropriate options to equip them with suitable prevention strategies to resource their children in this area. 

The first was the Pantosaurus resources including the PANTS song video with the friendly dinosaur Pantosaurus (https://www.nspcc.org.uk/keeping-children-safe/support-for-parents/pants-underwear-rule/). This song provides the opportunity for a simple conversation to help keep children safe from sexual abuse.

The second was the ‘Dittos Keep Safe Adventure Program’ (https://bravehearts.org.au/education/dittos-keep-safe-adventure-program/).  This resource includes children’s story books that empower children to keep safe. This resource is aimed at children aged from 3-8.

Janet also recommended that Shane and Rose arrange to share a room with their children when billeted during deputation and home assignment.

As Crossman (2022) points out, prevention ‘does not mean you have to expose your children to things that are beyond their years. You can teach them the difference between a secret and a surprise. You can teach them that they’re allowed to say “no” (and how to do so). You can teach them that they have a right to privacy, to feel safe and comfortable, to have control over their own body, and to have confidence in sticking up for themselves and their own safety.’ 

ADDENDUM (if there has been identified sexual abuse)

Tuxworth (personal correspondence, 2024) writes:

“Sadly, we cannot use King David’s response as a Biblical best practice for parents when they discover their daughter has been raped, or their son has sexually abused someone younger or less powerful.  Tamar’s abuse is one story in a chain that represents Amnon as a manipulator.  David failed to hold him accountable and trouble in the family resulted. Parents of children who have been sexually abused experience a range of strong emotions: disbelief, shock, guilt, anger.  While these feelings can be debilitating, and parents may be tempted to keep this a family secret, this not a time for inaction…

Situations like these are times for parents and missions to step up:

·      Children who have experienced abuse need their parents to provide protection from further harm and access to follow up care from a suitably experienced trauma informed counsellor.

·      Those who are responsible for child sexual abuse need their parents to hold them accountable for their actions (report the abuse to the appropriate legal authorities) and also be provided follow up care from a suitably experienced sexual offender counsellor.  

·      And someone suitably qualified will need to explore the possibility of additional victims.

* All names of people and places in this blog have been changed to provide anonymity.

** A TCK ‘is a person who spends a significant part of his or her first eighteen years of life accompanying parent(s) into a country that is different from at least one parent’s passport country(ies) due to a parent’s choice of work or advanced training’ (Pollock et al., 2017: 27). They create their own culture, the third culture, a mixture of their parents’ culture, the first culture, and their host country’s culture, the second culture (Do, 2022)

Recommended Reading

Crossman, T. (2022) Risk Factors and Risk Prevention for Homeschooled MKs, A Life Overseas: a cross-cultural conversation. Available at: https://www.alifeoverseas.com/risk-factors-and-risk-prevention-for-homeschooled-mks/.

References

Baldwin, Jo. (1988) 1 and 2 Samuel. Leicester, England: Intervarsity Press (Tyndale Old Testament Commentaries).

Bible School of Theology (2024) Child Abuse in Christian Communities: Prevention and Response. Available at: https://bst.qld.edu.au/safeguarding-children/.

Crossman, T. (2022) Risk Factors and Risk Prevention for Homeschooled MKs, A Life Overseas: a cross-cultural conversation. Available at: https://www.alifeoverseas.com/risk-factors-and-risk-prevention-for-homeschooled-mks/.

Ditto’s Keep Safe Adventure Program (2023) Bravehearts. Available at: https://bravehearts.org.au/education/dittos-keep-safe-adventure-program/.

Do, S. (2022) Will new terms help improve inclusivity for Third Culture Kids (TCKs)?, Cultural Infusion. Available at: https://culturalinfusion.org.au/third-culture-kids/.

Frank, A. (2019) Covered Glory: The Face of Honor and Shame in the Muslim World. Eugene, OR: Harvest House.

Hopkins, R. (2022) What Is a Missionary Kid Worth? Available at: https://www.christianitytoday.com/ct/2022/december/missionary-kid-abuse-statistics-safeguard-prevention.html.

National Office for Child Safety (2024) Australian Government: National Office for Child Safety. Available at: https://www.childsafety.gov.au/about-child-sexual-abuse/how-many-people-have-experienced-child-sexual-abuse#:~:text=The%20ACMS%20estimates%20that%20around,37.3%25%20compared%20to%2018.8%25).&text=These%20estimates%20are%20conservative%20as,forms%20of%20child%20sexual%20abuse.].

NSPCC (2023) PANTS (The Underwear Rule), NSPCC: Every Childhood is Worth Fighting For. Available at: https://www.nspcc.org.uk/keeping-children-safe/support-for-parents/pants-underwear-rule/.

Pollock, D.C., Van Reken, R.E. and Pollock, M.V. (2017) Third Culture Kids: Growing Up Among Worlds. Third. Boston, MA; London: Nicholas Brealey.

How to resource new member care workers

First of all I would check that the new member care worker has read basics such as:

  • Families on the Move by Marion Knell
  • Burn-Up for Splash Down by Marion Knell

Next, I would recommend they read the books used as resources for cross-cultural workers.

Lastly, I would arrange for all members of your member care team to have access to the books listed below as resources for them to consult as needed. Books that I have found most helpful are those about general member care, risk, spirituality, abuse and pastoral theology.

General

  • Doing Member Care Well edited by Kelly O’Donnell
  • Worth Keeping: Global Perspectives on Best Practice in Mission Retention by Rob Hay

Families

  • The Grief Tower: A Practical Guide to Processing Grief with Third Culture Kids by Lauren Wells
  • The Family in Mission: Understanding and Caring For Those Who Serve edited by Leslie Andrews
  • Bear Cards: Feelings by John Veeken (not a book but a set of cards)

Identity

  • Belonging Everywhere and Nowhere: Insights Into Counseling the Globally Mobile by Lois Bushing

Risk

  • Facing Danger: a Guide through Risk by Anna Hampton

Spirituality

  • Spirituality in Mission by Amalraj J. et al

Abuse

  • Child Sexual Abuse in the Churches by Patrick Parkinson
  • Why Does He Do That? by Lundy Bancroft

Pastoral Theology

  • Skilful Shepherds: An Introduction to Pastoral Theology by Derek J. Tidball

Have you any suggestions of other books to recommend for new member care workers? Please comment below.

Updated: July 31, 2023

How to resource cross-cultural workers

I purchased the books listed below and took them with me when visiting cross-cultural workers during ‘home’ leave. Then the cross-cultural workers could borrow those most appropriate for them. Books that were most often helpful were those about re-entry, burnout, resilience, marriage, intercultural marriage, singleness in mission, spiritual health, anxiety, stress, third-culture kids, forgiveness and pornography.

Re-entry

  • Burn-Up for Splash Down by Marion Knell
  • Returning Well: Your Guide to Thriving Back “Home” After Serving Cross-Culturally by Melissa Chaplin (a workbook – typically I suggest that they try to find someone also in re-entry to work through it with)
  • Receiving Them Well: A Guide on How to Support Your Loved One Returning from Humanitarian Aid or Missionary Work by L. and B. Ennis

Transition

  • Families on the Move by Marion Knell
  • Life In Motion: Growing Through Transitions by Ruth Van Reken and Amy Casteel
  • Uprooted: A Guide For Homesick Christians by Rebecca Van Dodewaard
  • Homesick: My Story by Jean Fritz
  • Moving House: Bible Readings For Special Times by Catherine Hickey

Burnout/Resilience

  • Unloading the Overload: A Christian Guide to Managing Stress by Cliff Powell and Graham Barker
  • Zeal Before Burnout by Christopher Ash
  • Healthy, Resilient and Effective in Cross-cultural Ministry by Laura Mae Gardner
  • Going the Distance by Peter Brain

Marriage

  • The Seven Principles for Making Marriage Work by John Gottman and Nan Silver
  • Married for God by Christopher Ash

Intercultural Marriage

  • Your Intercultural Marriage by Marla Alupoaicei
  • Intercultural Marriage: Promises and Pitfalls, 3rd Edition by Dugan Romano

Singleness in Mission

  • Single Mission by Debbie Hawker and Tim Herbert

Spiritual Health

  • A Praying Life by Paul Miller
  • Listening to God by Joyce Huggett

Anxiety/Stress

  • 10 Best Ever Anxiety Management Techniques by Margaret Wherenberg
  • The Anxiety Cure:  You Can Find Emotional Tranquillity and Wholeness by Archibald Hart 
  • The Hidden Link Between Adrenaline and Stress by Archibald Hart
  • The Happiness Trap: Stop Struggling, Start Living by Russ Harris 
  • Mindfulness: An Eight-Week Plan for Finding Peace in a Frantic World by Mark Williams and Danny Penman
  • Helping Kids Cope With Change, Stress and Anxiety: A Photocopiable Book by Deborah Plummer

Third Culture Kids

  • Third Culture Kids: Growing Up Among Worlds: The Original Class Book on TCKs by David Pollock, Ruth Van Reken and Michael Pollock
  • The Grief Tower: A Practical Guide to Processing Grief with Third Culture Kids by Lauren Wells
  • Misunderstood: The Impact of Growing Up Overseas in the 21st Century by Tania Crossman
  • Raising Resilient MK’s: Resources for Caregivers, Parents, and Teachers edited by Joyce Bowers
  • Emotional Resilience and the Expat Child: Practical Storytelling Tips That Will Strengthen the Global Family by Julia Simens
  • 7 Tools For Cultivating Your Child’s Potential by Zan Tyler
  • Serving at the Ends of the Earth: Family Life and TCKs by Steve and Gill Bryant
  • Helping Kids Cope With Change, Stress and Anxiety: A Photocopiable Book by Deborah Plummer
  • When Children Grieve: For Adults to Help Children Deal with Death, Divorce, Pet Loss, Moving and Other Losses by John James and Russell Freedman
  • Bear Cards: Feelings by John Veeken (a set of cards used to facilitate children sharing feelings)

Forgiveness

  • Forgive & Forget by Lewis Smedes

Pornography

  • IP: DIY – Internet Pornography: Do-it-yourself treatment guide for men by Phil Watts
  • Captured by a Better Vision: Living Porn Free by Tim Chester

Have you any suggestions of other books to recommend for cross-cultural workers? Please comment below.

Updated: July 31, 2023

How to resource TCK’s (and their parents)

I purchased the children’s books listed below (pre-school, primary school and teens) and took them with me when visiting families during ‘home’ leave. Then children and parents could borrow those that were most appropriate. Books that were most often helpful were stories about children moving, living in two worlds, friendship, difference, feelings, anxiety, change, identity, sexuality and porn-proofing children.

Preschool books (some suitable for lower primary school)

Leaving home

  • We’ll Still be a Family by Linsey Painter
  • Harold and Stanley Say Goodbye by Jill Dyer (OMF)
  • Alice and the King’s Quest by David and Emily Grace
  • Sammy’s Next Move by Helen Maffini
  • Alexander, Who’s Not (Do you hear me? I mean it!) Going to Move by Judith Viorst
  • Gila monsters meet you at the airport by Marjorie Weinman Sharmat
  • The Berenstain Bears’ Moving Day by Stan and Jan Berenstain
  • Oh, the Places You’ll Go! by Dr. Seuss
  • God is with You: That is All You Need by Larry Libby
  • Off We Go Workbook (OMF)

Living in two worlds

  • Lewis’s Interesting Life by Anna Brotherson and Sara Ang

Friendship

  • How to Be a Friend by Laurie Kransy Brown and Marc Brown

Difference

  • We’re Different, We’re the Same by Bobbi Jane Kates

Feelings

  • How are you Peeling? Foods with Moods by Saxton Freyman and Joost Elffers
  • God Gave Me Feelings by Catherine MacKenzie

Anger

  • Let’s Talk About Feeling Angry by Joy Berry

Pornography

  • Not for Kids! by Liz Walker
  • Good Pictures, Bad Pictures: Porn-Proofing Today’s Young Kids by Kristen Jenson and Gail Poyner

Primary school books

Anxiety

  • What to Do When You WORRY Too Much: A Kid’s Guide to Overcoming Anxiety by Dawn Huebner (Ages 6-12)
  • The Worry Tree by Marianne Musgrove
  • Hey Warrior: A Book for Kids About Anxiety by Karen Young

Change

  • Who Moved My Cheese? For Kids by Spencer Johnson, M.D. and Christian Johnson

Friendship

  • Amber Brown is Not a Crayon by Paula Danziger

Teen books

Grief

  • The Grief Tower: A Practical Guide to Processing Grief with Third Culture Kids by Lauren Wells

Change

  • Who Moved My Cheese? For Teens by Spencer Johnson, M.D. and Christian Johnson
  • Home Keeps Moving by Heidi Sand-Hart

Leaving well – RAFT

  • Burn Up or Splash Down: Surviving the Culture Shock of Re-entry by Marion Knell (the RAFT process is explained on p105-109)

Anxiety

  • Hey Warrior: A Book for Kids About Anxiety by Karen Young

Identity

  • Misunderstood: The Impact of Growing Up Overseas in the 21st Century by Tania Crossman
  • Rice, Noodles, Bread or Chapati: The Untold Stories of Asian MK’s edited by Polly Ho
  • Half and Half by Lensey Namloka
  • Between Two Worlds by LeAnne Hardy
  • Scamps, Scholars and Saints by Jill and Roger Dyer
  • …And Bees make Honey by Jill and Roger Dyer
  • Third Culture Kids: Growing Up Among Worlds: The Original Class Book on TCKs by David Pollock, Ruth Van Reken and Michael Pollock
  • Kids Without Borders: Journals of Chinese Missionary Kids by OMF

Re-entry

  • Re-Entry by Rosanne Hawke
  • Footsteps Around the World: Relocation Tips for Teens by Beverly D. Roman
  • The Global Nomad’s Guide to University Transition by Tina Quick
  • Tear Soup: A Recipe for Healing after Loss by Pat Schwiebert and Chuck DeKleyn
  • Burn Up or Splash Down: Surviving the Culture Shock of Re-entry by Marion Knell

Sexuality

  • Growing Up By the Book by Patricia Weerakoon
  • Teen Sex By the Book by Patricia Weerakoon

Pornography

  • IP: DIY – Internet Pornography: Do-it-yourself treatment guide for men by Phil Watts
  • Captured by a Better Vision: Living Porn Free by Tim Chester

Online Resources 4 TCKs regarding pornography

Kids and Pornography: Using Internet Accountability to Protect and Teach Your Children (Video, parents) – http://www.covenanteyes.com/2012/09/13/how-to-talk-to-kids-about-pornography/

EducateEmpowerKids (Website/Blog, parents) – 

http://educateempowerkids.org/category/healthy-sexuality/ 

What’s the problem with pornography?  It’s bigger than lust, and more than just disobeying the Bible (Webpage, youth) – http://fervr.net/teen-life/whats-the-problem-with-pornography/

Guilty Pleasure (Website, adult) – Focused towards directing people to course and programs that will help them recover from their addiction. – https://guiltypleasure.org/about/

Have you any suggestions of other books to recommend for cross-cultural workers? Please comment below.

Updated: July 31, 2023

Debriefing

“How do I debrief Fiona?  I have no idea where to start!” Jane* exclaims. 

Fiona, a cross-cultural worker, has just arrived back from Albania* where she had a very challenging assignment. She is due to have her personal debriefing soon. Jane just started working as a member care worker for Fiona’s sending organisation and is speaking to her supervisor, Heather*.  

Jane herself returned from cross-cultural work a couple of years ago and had a poor experience of being debriefed herself.  She remembers thinking her debriefer hadn’t a clue about what she had been through and didn’t know what questions to ask. She is concerned not to repeat that experience for Fiona.

What would you say or do?

Analysis

Definitions

Debriefing is telling our story, complete with experiences and feelings, from our point of view. It is a verbal processing of past events… Debriefing is an opportunity to share in depth recent experiences with someone who is willing to listen and care, without judgement or criticism. 

Williams (1995: 1)

Personal debriefs are distinct from organisational and critical incident debriefings. A critical incident debriefing is a highly structured form of personal debriefing, which can take place after a traumatic experience (Hawker, 2012: 2). An organisational debriefing provides a review of an assignment from a factual perspective and gives feedback to the sending organisation (Hawker, 2012: 2). In an organisational debrief, the organisation is the client, while in a personal debrief, the cross-cultural worker is the client (Bosch 2014: 173).  

Internal and external personal debriefs

Personal debriefs can be conducted by personnel within the sending organisation (internal), or from outside the sending organisation (external); each has accompanying advantages and disadvantages.

While Hawker (2012: 18) suggests offering either an internal or an external personal debrief to each cross-cultural worker, I recommend offering both since each offers benefits.

The internal debriefer understands the organisations policies and procedures, can pick up trends, have influence on the future policy and practice of the organisation and follow up issues, but the challenge is to avoid being seen as part of management (Bosch 2014: 167). On the plus side, Donovan and Myors (2002: 304) argue that it ‘is vital that the listener be in a position to bring about change or at least to give feedback about why change cannot be made’.

On the other hand, an external debriefer provides an opportunity for a cross-cultural worker to be debriefed without any conflicts of interest, as long as no feedback will be given to the sending organisation. Thus, an external debriefer can be shared with openly, without negative consequences on the cross-cultural worker and their career (Bosch 2014: 167). An external personal debrief is best conducted by a counsellor who has been a cross-cultural worker in the past, since they are likely to have greater understanding of the cross-cultural worker’s situation. 

Purpose of a personal debriefing

Personal debriefings can help cross-cultural workers to thrive and grow and show value and care for them by their sending organisations. 

Research suggests that personal debriefings can be highly beneficial (Hawker, 2012:13). 

Hay et al (2007: 381) studied six hundred missionary organisations and found that debriefing during home assignment correlated with retention. This research also found that about 40% of aid workers develop a psychological disorder while on location or after returning to their passport country (Hay et al., 2007: 386). Personal debriefings, conducted well, may significantly reduce this figure.

Thus, personal debriefing is important for all cross-cultural workers and yet Hay et al. (2007: 386) found that it is not always happening. Worryingly, Hawker (2012: 4) writes that 48-78% of cross-cultural workers report receiving no or inadequate personal debriefing. 

Such debriefings provide an opportunity for cross-cultural workers to tell their stories. Telling stories is a powerful tool which assists cross-cultural workers to verbally process their experiences including their emotions. Since many people only want to hear positive stories, personal debriefing provides an opportunity to reflect on the dark sides of the cross-cultural worker’s experiences.

The personal debrief aims to help cross-cultural workers to ‘integrate their experience into their life as a whole, perceive the experience more meaningfully, and bring a sense of closure’ (Hawker, 2012: 2). 

Personal debriefing can also provide opportunity for normalisation; the reassurance that some difficulties of adjustment are normal (Hawker, 2012: 5). More on normalisation can be found at The New Normal blogpost

Underlying issues can be identified during personal debriefings and then appropriate referrals for counselling or to a mental health professional can be made. Personal debriefing does not involve counselling or performance evaluation; these should be kept separate (O’Donnell and O’Donnell, 2002: 316).  

Done well, personal debriefings are a valuable form of pastoral care. 

Confidentiality

Cross-cultural workers need a safe space to be able to tell their stories openly and so receive maximum benefit from the personal debrief. Member care workers need to have negotiated with the sending organisation a confidentiality agreement that provides this safe space.   

Feedback to the sending organisation is a challenging issue, attempting to balance the confidentiality promised with the leadership’s responsibility for the welfare of the cross-cultural worker. It requires skill to avoid breaking confidentiality (Bosch 2014: 167). 

In this space, member care workers can assist cross-cultural workers to clarify their thinking and encourage them to speak to leadership themselves. Member care workers can ask the cross-cultural worker to share the ‘need to know’ issues with those who, in fact, do need to know (Bosch 2014, 184). It is important for member care workers not to speak on a cross-cultural worker’s behalf (unless a third party is required for cultural reasons), especially when there are disagreements between them and leadership (Bosch, 2014: 185). 

Code of Best Practice

The Evangelical Fellowship of Canada Code of Best Practice in Member Care provides a benchmark to guide organisational policies and practices for the care and development of cross-cultural Christian workers (O’Donnell, 2002: 272-276) and it stipulates,

Debriefing, including physical, psychological, ministry, and pastoral concerns, is required and provided…

Confidentiality is respected and balanced with accountability to the organisation, sending church, supporters, and other members.

Confidentiality and all related issues are clearly defined and made known to all parties involved

O’Donnell (2002, 274-5)

Timing and structure

The timing of a personal debrief has an impact on its efficacy. Often cross-cultural workers are busy in the first couple of weeks with urgent matters including medical check-ups, catching up with family and other practical matters. Between one and three weeks after arrival is often the best time for a personal debrief. 

A personal debrief routinely takes at least two hours. Hawker (2012: 6-7) points out that short debriefs may be worse than nothing at all, so it is important to allow enough time.  

Personal debriefs can be structured or unstructured.  If the cross-cultural worker has a lot to talk about or would prefer a informal debriefing, an unstructured debrief may be most appropriate; otherwise the use of personal debriefing questions provides structure (Bosch, 2014: 174). As Hoffman (2023) notes, cross-cultural workers from more collectivist cultures tend to prefer informal debriefings; these could be held over a meal or while sitting in a park.

Standard practice

Personal debriefs should be offered as a standard practice with an opt out option. Sometimes cross-cultural workers think they don’t need a personal debrief or that it is a sign of weakness to ask for one. Thus, only providing debriefing for those who ask for it often means that those who need it don’t get it (Hay et al., 2007: 386). 

Choice of debriefer

A person skilled in the area can pick up signs of depression, discouragement, burnout, marital disharmony, and other issues. If such things are addressed early and competently, they can salvage [cross-cultural worker’s] careers. Task-orientated, cognitive concrete thinkers are often not well suited to this ministry. It needs sensitivity to body language, the capacity to read between the lines, and the ability to reflect empathetically upon what is being said. 

Donovan and Myors, 2002: 304

Although Bosch (2014: 153) argues that ‘anyone with two ears’ can debrief, Hawker (2012: 9-10) argues, cross-cultural workers prefer an experienced debriefer, one who demonstrates understanding and who has ‘credibility’. Cross-cultural workers are looking for someone who has had a similar experience and has come out the other side.  

[Debriefers need to] have adequate training in the skills of debriefing, have good listening skills, and are warm, non-judgemental, affirming and able to empathise. They must be able to maintain confidentiality. They should be comfortable with silence, as sometimes debriefees require time to reflect before speaking. They should also be able to sit with people who are showing strong emotion (e.g. crying or feeling angry). Debriefers need to recognise their own limitations, and be willing to refer people on for further help if necessary. They should receive supervision.

Hawker (2012: 17-18)

Further, Fawcett (1999: 90) argues that cross-cultural workers are looking for companionship, which is generated by being with those who have common vulnerabilities. 

Cross-cultural workers are also looking for someone who has the power, or perceived ability, to influence future events, who can answer questions and point them in the right direction (Hawker, 2012:10). The internal debriefer needs to be trusted by management (Fawcett 1999: 64).  The member care worker also needs to be able to trust the cross-cultural workers to act responsibly should the need arise.  

Dangers of debriefing

It is possible to add to a cross-cultural worker’s pre-existing trauma during a debriefing. Asking questions of cross-cultural workers may pressure them to talk about experiences that are unhelpful for them to recall.  However, if the member care worker allows the cross-cultural worker to lead the conversation, the possibility of this danger can be reduced. Group debriefings of cross-cultural workers who have had traumatic experiences are particularly problematic since one cross-cultural worker may share an aspect of the trauma not experienced by another and so add to the trauma the other has already experienced.  

It is also important to end the debriefing well. Ending without closure leaves the cross-cultural workers vulnerable. Hoffman (2023) suggests that member care workers ask cross-cultural workers what might be a helpful next step for them. Sometimes offering resources is a good way forward. It is also important for the member care worker to honour the cross-cultural workers’ openness in sharing to provide validation.

Let’s now reflect on a similar story in the Bible.

A story to consider

That same day two of Jesus’ followers were going to a village called Emmaus. It was about seven miles from Jerusalem. They were talking with each other about everything that had happened. As they talked about those things, Jesus himself came up and walked along with them. But God kept them from recognizing him.

Jesus asked them, “What are you talking about as you walk along?”

They stood still, and their faces were sad. One of them was named Cleopas. He said to Jesus, “Are you the only person visiting Jerusalem who doesn’t know? Don’t you know about the things that have happened there in the last few days?”

“What things?” Jesus asked.

“About Jesus of Nazareth,” they replied. “He was a prophet. He was powerful in what he said and did in the sight of God and all the people. The chief priests and our rulers handed Jesus over to be sentenced to death. They nailed him to a cross. But we had hoped that he was the one who was going to set Israel free. Also, it is the third day since all this happened. Some of our women amazed us too. Early this morning they went to the tomb. But they didn’t find his body. So they came and told us what they had seen. They saw angels, who said Jesus was alive. Then some of our friends went to the tomb. They saw it was empty, just as the women had said. They didn’t see Jesus’ body there.”

Jesus said to them, “How foolish you are! How long it takes you to believe all that the prophets said! Didn’t the Messiah have to suffer these things and then receive his glory?” Jesus explained to them what was said about himself in all the Scriptures. He began with Moses and all the Prophets.

They approached the village where they were going. Jesus kept walking as if he were going farther. But they tried hard to keep him from leaving. They said, “Stay with us. It is nearly evening. The day is almost over.” So he went in to stay with them.

He joined them at the table. Then he took bread and gave thanks. He broke it and began to give it to them. Their eyes were opened, and they recognized him. But then he disappeared from their sight. They said to each other, “He explained to us what the Scriptures meant. Weren’t we excited as he talked with us on the road?”

Luke 24: 13-32

 After appearing to the disciples, Jesus first chooses to offer them an opportunity to tell their story. Jesus listens to the disciples’ story before he offers them an alternative understanding of the events they had experienced, assisting them to put their experiences into context (Hawker 2002: 472).

What happened? How was this cross-cultural worker cared for?

Heather (Jane’s supervisor) suggested that Jane read the materials listed in the ‘Recommended Reading’ below.  These materials provide in-depth and practical information about how to debrief well.

Heather suggested that Jane offer Fiona a two-three hour internal personal debriefing about a fortnight after she arrives ‘home’, as well as ensuring that the venue provides privacy and an environment free of interruptions.

Heather suggested that prior to Fiona’s debriefing, Jane explain the purpose, benefits and expectations of the debriefing process, so that Fiona had time to prepare for it (Bosch, 2014: 179).

Heather provided Jane with a confidentiality blurb which she could use to inform Fiona of the confidentiality arrangement (the flow of information) at the start of the debrief.

Prior to the debrief, Heather suggested Jane read the ‘Listening Well’ blog post. 

Heather provided a list of personal debriefing questions for Jane to use as appropriate and reminded her that Fiona might prefer a very informal debrief.

At the end of the debrief, Heather said that Jane could ask Fiona,

“What would help you to move on?”

She also suggested that the offer of a external personal debrief with a counsellor might be part of resourcing Fiona to move on.

Finally, Heather suggested that Jane honour Fiona’s vulnerability by saying,

“Thank you for sharing your story with me. Thank you for your courage in sharing so openly with me.”

* All names of people and places in this blog have been changed to provide anonymity.

Acknowledgements

Thank you to David Bird for his editorial assistance.

Recommended Reading

Bosch, B. (2014) Thriving in Difficult Places. Pretoria, South Africa: Author (Chapter 4)

Hawker, D. (2012) Debriefing Aid Workers and Missionaries: A Comprehensive Manual. Ninth Ed. People in Aid. Available at: https://books.google.com.au/books?id=YVcpMwEACAAJ.

Hoffmann, H. Advanced Debriefing Skills (2023). (C.A.R.E.: Member Care Growth, Mastery & Beauty).

References

Bosch, B. (2014) Thriving in Difficult Places. Pretoria, South Africa: Author.

Donovan, K. and Myors, R. (2002) ‘Reinventing Missionary Commitment’, in K. O’Donnell (ed.) Doing Member Care Well: Perspectives and Practices From Around the World. Pasadena, CA: William Carey (Globalization of Mission Series), pp. 295–307.

Fawcett, G. (1999) Ad-mission: The Briefing and Debriefing of Teams of Missionaries and Aid Workers. Harpenden, UK: Author.

Hawker, D. (2002) ‘Guidelines for Crisis and Routine Debriefing’, in Doing Member Care Well: Perspectives and Practices From Around the World. Pasadena, CA: William Carey Library (Globalization of Mission Series), pp. 457–475.

Hawker, D. (2012) Debriefing Aid Workers and Missionaries: A Comprehensive Manual. Ninth Ed. People in Aid. Available at: https://books.google.com.au/books?id=YVcpMwEACAAJ.

Hay, R. et al. (2007) Worth Keeping:Global Perspectives on Best Practices in Missionary Retention. Pasadena, CA: William Carey.

O’Donnell, K. (ed.) (2002) Doing Member Care Well: Perspectives and Practices From Around the World. Pasadena, CA: William Carey Library.

O’Donnell, K. and O’Donnell, M.L. (2002) ‘Running Well and Resting Well: Twelve Tools for Missionary Life’, in Doing Member Care Well: Perspectives and Practices From Around the World. Pasadena, CA: William Carey Library (Globalization of Mission Series).

Betwixt and Between

‘I can’t plan due to all the uncertainty! I don’t know if and when we can return to Peru’, exclaimed Simone*, who is talking to Liz*, her member care worker. Simone, her husband and their four children, have been back in Australia for over a year and were due for return to Peru months ago.

How would you respond?

Liz is currently meeting with many other cross-cultural workers who are also struggling with significant uncertainty. Some are overseas and don’t know if and when they can return to Australia. Others like Simone and her family, are stuck in Australia and don’t know if and when they can get to location. Some cope but others don’t cope well.

Analysis

Many cross-cultural workers are living with significant uncertainty and a loss of a sense of control due to the effects of the COVID pandemic. Often cross-cultural workers’ plans have been changed multiple times due to lockdowns and travel restrictions, requiring much pivoting. This pivoting is tiring. Grief about thwarted plans is real.

Often cross-cultural workers are facing multiple challenges all at once, which can feel overwhelming.  When people feel overwhelmed it can cause inertia. At such times, coping and finding solutions feels more difficult. 

Why do some cross-cultural workers cope better than others?

Implementing healthy self-care and stress management strategies is important during times of adversity.  However, as Dyer points out, simply ramping these up isn’t enough.  What is required is resilience!

Resilience has a variety of definitions, each bringing a different perspective. Timmins (2017: 26) defines resilience as ‘the ability to make the best of any situation’.  O’Donnell and O’Donnell (2013) state that resilient people have ‘the ability to face reality: to engage with and grow through life’s challenges and adversities via inner strength, social support, coping skills, and core beliefs/values including life purpose and spiritual meaning’Carr’s description is specifically Christian.

Resilience is having strength to fulfil the call God has given us, even when it will be painful and difficult. Resilience is staying fixed on a higher purpose, motivated by love of God, our neighbour, and the world, and supported by friends while others let us down, we are carried by the one who called us. 

Carr (2012: 93)

What about cross-cultural workers who aren’t very resilient?  Can they improve their resilience?

Resilience can be learned and developed.  Evans (2016: 3) states that ‘resilience is both an innate quality and a learned skill’.  Hawker (2019: 8) argues that resilience is not static throughout our lifetime; ‘it can be depleted, but it can also be maintained, developed and enhanced’.

Is Simone living with a sense of meaning and purpose?

A sense of meaning and purpose is vital for resilience.  Dyer (2020) writes, ‘One of the primary elements of resilience is for a person to maintain a deep sense of identity and purpose when this is challenged by adversity’.  It is important that cross-cultural workers have a clear sense of purpose when many aspects of their life and work have changed.  Core values, beliefs viewed as being of central importance, bring about this sense of meaning and purpose.  

Understanding what is most important to you – your core values – keeps you from losing your way in the process of change.  Change can quickly lead you in the wrong direction if you let it pull you away from these values… Being intentionally adaptable means reinventing yourself on your own terms.

Brown (2021)

It is easy for cross-cultural workers to drift from living according to their core values when many changes have occurred to their life and work.  I am reminded of a friend’s story of his sister-in-law who was learning to windsurf during a beach holiday. She was so focused on pulling the sail out of the water, balancing, falling in the water and then getting herself on the board again, she didn’t notice that she’d drifted some distance from the shore. She had to be rescued!  Drifting from our core values causes dis-alignment with identity and can lead to a lack of clarity and fulfilment.  

What are Simone’s core values?  What gives her life meaning and purpose?

It is important that cross-cultural workers identify their core values.  As Christians, these come from our relationship with God.

True spirituality is a live, continuous, personal relationship with the creator God that fulfils my deepest human longings for inward and outward peace and gives me meaning and purpose for everyday life… True spirituality is discovered in human relationships built on the foundation of a relationship with God.

Amalraj (2018)

A sense of call, or partnership with God in service, provides a sense of meaning and purpose.  Research has demonstrated the importance of a sense of call for resilience in cross-cultural workers (Brown, 2006).  While there are different theological understandings of calling, Dallman’s (2021: 45) research among cross-cultural workers in Japan confirms that ‘knowing you are where God wants you to be and doing what God wants you to do’ is important for resilience.  Whatever their theology is, all Christians are called to ‘trust in God and to partner with God in serving him, his kingdom and his people… even though lots of the context for this might be in flux or under threat’ (Dyer, 2020). 

For cross-cultural workers, the call to be a servant of others with whatever gifts and skills God has given them, holds them steady (Dyer, 2020).  

Our relationship with God is foundational for resilience. Hay et al. (2007: 24-5), who surveyed thousands of cross-cultural workers worldwide, found that a good spiritual life is amongst the top three retention factors. Meek (2003: 344) found that resilient pastors spoke about the importance of a daily connection with God through spiritual practices and ‘their utter reliance on the power and presence of God to fulfil their responsibilities’. Spiritual practices, including daily thankfulness, enable cross-cultural workers to nurture their relationship with God (more practices are set out in the Dried up blog post).

As well as the dangers of drifting, the way cross-cultural workers tackle challenges is also important. 

Is Simone cultivating a positive challenge orientation?

One feature common to resilient cross-cultural workers is a positive challenge orientation. Marjorie Foyle (2001: 28, 279) writes that workers with this orientation view stressful situations as both a challenge and an opportunity, rather than as a threat. An important aspect of coping during adversity is to focus on the helpful things that can be done, or sources of assistance, rather than on how bad, unfair and disappointing the multiple problems are (This Way Up – Focusing On Solutions, 2020). Dyer (2020) writes that resilient workers believe that God can help them to overcome obstacles and blockages, as well as, that gains may be achieved through the crisis. Adversity brings opportunity for personal growth.

Innovation often emerges during adversity. A cross-cultural worker’s reinvention of themselves may produce beneficial results in the long-term, continuing after the pandemic ends. For example, Ma (2021: 17) argues that some evacuated cross-cultural workers pivoted to continue their work online, providing greater scope for serving in their previous location.

What are the unexpected opportunities emerging in the current adversity?  What can be gained in the long-term from embracing these?  

Is Simone exercising control?

A sense of control is important for resilience.  Foyle (2001: 28) writes that situations in which we lack personal control are much more stressful than those in which we have some control. Dyer (2020) writes that ‘resilience is associated with the ability to establish structure, systematically plan and execute a course of action’.  This skill can be learned and continue to be developed.  The COVID pandemic has provided much challenge to cross-cultural workers’ established structures, plans and execution of them; and adversely affected their sense of control.    

Resilient people can identify what aspects of a situation are within their control and those that are not.  Once this is achieved, they can schedule a plan which will make a positive difference in their situation.

Routines are important during adversity. Wright (This Way Up – Routines, 2020) argues that routines can help people cope when life is uncertain; they can help people feel more in control when life seems rather out of control. Dyer (2020) also writes that ‘redeveloping a routine, both daily and weekly, provides structure to life and will provide greater resilience in the midst of adversity’.

If these routines include plans to create opportunities to experience positive emotions, even for only a few minutes, more to the good (This Way Up – Tips, 2020).  Psychologists recommend planning at least one activity that is fun, pleasurable or relaxing everyday, as well as, one that gives you a sense of productivity, achievement, meaning or satisfaction (This Way Up – Tips, 2020).  

Is Simone planning fun and productive activities each day?

Does Simone have supportive relationships?  Is she tackling challenges step-by-step?

Resilient people have a supportive community.  A clearly identified aspect of resilience is that ‘people gain emotional support and valuable ideas from discussing and reflecting with others’ (Dyer, 2020).  Dallman (2021: 51) also found that community is important for resilience in cross-cultural workers in Japan.

One way to manage how we feel is to practice shifting our minds away from every problem that might need our attention (both now and in the future) and to focus on tackling one issue at a time. 

This Way Up – Tips… (2020)

Many cross-cultural workers are feeling overwhelmed.  Dyer (2020) suggests lowering expectations, and planning a couple of small achievable goals each day, during adversity.

It is important that we continue to let the Bible interrogate our understanding.  (Read more about our use of the Bible in the Theological Reflection Cycle blog post.)

A story to consider

Nehemiah, part of the exilic community, is the wine taster for King Artaxerxes.  In Jerusalem, the temple has been rebuilt, but the towns walls are broken and the gates have been burned (Nehemiah 1:3).  When Nehemiah hears the news of this threat to the community in Judah, he is greatly distressed.  He pours out his grief to God and concludes his prayer by asking God to grant him success in his request to King Artaxerxes to be part of the solution.  He asks King Artaxerxes:

Let me go to the city of Jerusalem. That’s where my people are buried. I want to rebuild it.

Nehemiah 2:5

Nehemiah demonstrates a sense of identity as one of God’s people, as well as a sense of purpose and meaning as the leader of the project to rebuild the wall of Jerusalem.  

Once he arrives in Jerusalem, he assesses the situation and then speaks to the community.  

“You can see the trouble we’re in. Jerusalem has been destroyed. Fire has burned up its gates. Come on. Let’s rebuild the wall of Jerusalem. Then people won’t be ashamed anymore.” I also told them how my gracious God was helping me…

They replied, “Let’s start rebuilding.” So they began that good work.

Nehemiah 2:17-18

Gates are built one by one, and the walls are built section by section.  Little by little progress is made.  However, during the building project opposition kept coming in waves. After one such wave, Nehemiah reassesses the situation:

I looked things over. Then I stood up and spoke to the nobles, the officials and the rest of the people. I said, “Don’t be afraid of your enemies. Remember the Lord. He is great and powerful…”

Our enemies heard that we knew what they were trying to do. They heard that God had blocked their evil plans. So all of us returned to the wall. Each of us did our own work.

From that day on, half of my men did the work. The other half were given spears, shields, bows and armor. The officers stationed themselves behind all the people of Judah. The people continued to build the wall. The people who carried supplies did their work with one hand. They held a weapon in the other hand. Each of the builders wore his sword at his side as he worked. But the man who blew the trumpet stayed with me.

Then I spoke to the nobles, the officials and the rest of the people. I said, “This is a big job. It covers a lot of territory. We’re separated too far from one another along the wall. When you hear the sound of the trumpet, join us at that location. Our God will fight for us!”

So we continued the work…

Nehemiah 4:16-21

Despite repeated opposition and distractions, Nehemiah kept focus on his main purpose, building the wall. 

Nehemiah pivots, remains flexible and adapts his plans to face the new challenges.  He exercises control as able, organising a schedule to provide defence against an imminent attack. 

Nehemiah relies on God when threatened from within and without.  He prays when there is exploitation within the community (5:19) and when there are threats from outside (2:2-4; 4:4-5). Finally, the wall is completed (6:15).

What happened? How could Simone be cared for?

Significant listening is always vital in member care encounters (read more about good listening in the Listening well blog post). In addition, Liz could provide validation, normalisation and reassurance to Simone.

Validation enables people to feel heard and understood. Validation involves listening to the person and ‘acknowledging how that person’s emotions or responses make sense given what’s going on for them’ (This Way Up – Knowing, 2020: 8). For example, Liz could say, ‘I totally get why you’re feeling frustrated’. Validation is one of the most effective ways to support another person (This Way Up – Knowing, 2020: 8). Validation doesn’t necessarily mean that you agree with the person or that you would feel the same in their situation; it is about ‘acknowledging that their emotions are logical, reasonable, and valid for them – that they make sense in the context in which they are felt’ (This Way Up – Knowing, 2020: 8). Validation is similar to normalisation which was focused on in The New Normal blog post.

Normalisation refers to ‘an activity in which something in the interaction is made normal by labelling it ‘normal’ or ‘commonplace’ (Svinhufvud et al., 2017: 196).  While the purpose of validation ‘is to honor the client’s perspective as appropriate for the client’, normalising can be ‘useful in instances when the client considers his or her condition or symptoms as unique, atypical, or perhaps distressingly abnormal’ (Knapp, 2015: 99). If Simone expressed any sense of feeling abnormal, Liz could say, “That sounds perfectly normal to me, given your situation!”

Reassurance, or helping someone ease their doubts and fears also provides effective member care.  It can involve facilitating a cross-cultural worker to view their situation from a different point of view – perhaps a more realistic or positive perspective, or reminding them of their strengths (This Way Up – Knowing, 2020: 9). In this case, a more realistic or positive perspective on Simone’s situation might be offered, or Simone could be reminded of her strengths.

It is important to be wary of rushing this process of validation, normalisation and ressurance. If member care workers are in a rush to help cross-cultural workers feel better, this can come across as if they aren’t being listening to (This Way Up – Knowing, 2020: 9).  Psychologists recommend that we try to avoid cheering people up too soon and instead, try to empathise with them.  It often helps to imagine what you’d like to hear, if you were in their shoes.    

After listening and any validation, normalisation and reassurance that was appropriate, Liz could ask Simone, “What are your core values?  What gives your life meaning and purpose?”

If there is a lack of clarity, Liz could suggest that Simone utilise prayer, journaling and discussion with supportive friends, to facilitate reflection on her core values.  Achieving clarity may facilitate Simone keeping focus and reinventing herself in line with those values, just as Nehemiah did.  

Other possible questions include:

  • How can you serve others in the situation you find yourself in? 
  • What benefits have emerged during this adversity?
  • What routines have you implemented? Have you included fun activities, as well as ones that provide a sense of productivity?
  • What social supports do you have?

Liz might gently ask “Where is God in all this?

If it were appropriate, she might suggest that Simone try out some new spiritual habits for spiritual refreshment and to encourage Simone to rely on God, just as Nehemiah did (further ideas are set out in the Dried up blog post). Liz could recommend the Serenity Prayer as a devotional tool (below).  Praying and meditating on this prayer can be fruitful during adversity.  Focusing on one line per month can give even greater traction.

God grant me the serenity

to accept the things I cannot change; 

courage to change the things I can;

and wisdom to know the difference.

Living one day at a time; 

enjoying one moment at a time; 

accepting hardships as the pathway to peace;

taking, as He did, this sinful world 

as it is, not as I would have it; 

trusting that He will make all things right

if I surrender to His Will; 

that I may be reasonably happy in this life

and supremely happy with Him

forever in the next. 

Amen.

Reinhold Niebuhr (1892-1971)

* All names of people and places in this blog have been changed to preserve anonymity.

Dyer, T. (2020) ‘10 components of resilience in ministry as we face COVID19’, Australian Christian Mentoring Network, 17 April. Available at: http://www.mentoringnetwork.org.au/2020/04/17/10-components-of-resilience-in-ministry-as-we-face-covid19/#more-3561.

References

Amalraj, K.J. (2018) ‘What Shapes Our Spirituality in Missions?’, in Spirituality in Mission: Embracing the Lifelong Journey. Pasadena, CA: William Carey Library (Globalization of Mission Series).

Brown, G.S. (2021) ‘The Secret to Better Flexibility in Every Area of Your Life’, Australian Men’s Health, 11 October.

Brown, R. (2006) ‘Preparing for the Realities of Missions in a Changing World’, Evangelical Missions Quarterly, 42(4).

Carr, K. (2012) ‘Personal Resilience’, in Schaefer, F. and Schaefer, C. (eds) Trauma and Resilience. Condeo.

Dallman, J. (2021) Staying Well: Highlighting Hazards, Highlighting Health for Missionaries in Japan.

Evans, R. and Evans, L. (2016) ‘Building Resilience in Mission’. All Nations Christian College.

‘Focusing on Solutions: During the COVID-19 Pandemic’ (2020). THIS WAY UP, St Vincent’s Hospital Sydney Limited. Available at: https://thiswayup.org.au/wp-content/uploads/2021/02/THIS-WAY-UP_Focusing-on-Solutions.pdf.

Foyle, M.F. (1987) Honorably Wounded. Europe: MARC.

Hay, R. et al. (2007) Worth Keeping:Global Perspectives on Best Practices in Missionary Retention. Pasadena, CA: William Carey.

Horshall, T. and Hawker, D. (2019) Resilience in Life and Faith: Finding Your Strength in God. Abingdon, UK: The Bible Reading Fellowship.

How Routines Can Positively Affect Your Mental Health (2021) This Way Up. Available at: https://thiswayup.org.au/how-routines-can-positively-affect-your-mental-health/.

‘Knowing What to Say: During the COVID-19 Pandemic’ (2020). THIS WAY UP, St Vincent’s Hospital Sydney Limited. Available at: https://thiswayup.org.au/wp-content/uploads/2021/02/THIS-WAY-UP_Knowing-What-to-Say.pdf.

Ma, J. (2021) ‘When Missionaries Are Locked Out of Their Fields’, Evangelical Missions Quarterly, 57(3), pp. 16–18.

Meek, K.R. et al. (2003) ‘Maintaining Personal Resiliency: Lessons Learned from Evangelical Protestant Clergy’, Journal of Psychology and Theology, 31(4), pp. 339–347.

O’Donnell, K. and O’Donnell, M.L. (eds) (2013) ‘Resilience, Risk and Responsibility’, in Global Member Care: Crossing Sectors for Serving Humanity. Pasadena, CA: William Carey, pp. 335–344.

Svinhufvud, K., Voutilainen, L. and Weiste, E. (2017) ‘Normalizing in student counseling: Counselors’ responses to students’ problem descriptions’, Discourse Studies, 19, pp. 196–215. doi:10.1177/1461445617691704.

Timmins, S. (2017) Developing Resilience in Young People with Autism using Social Stories. London: Jessica Kingsley.

‘Tips for Getting Through: The COVID-19 Marathon’ (2020). THIS WAY UP, St Vincent’s Hospital Sydney Limited. Available at: https://thiswayup.org.au/wp-content/uploads/2021/02/THIS-WAY-UP_Tips-for-Getting-Through-the-COVID-19-Marathon.pdf.

The New Normal!

When Liz* suggested counselling to Sue* to reflect on her past experiences, Sue’s body language indicated that she might be reluctant. Sue and Liz, her member care worker, were chatting about how she was going.  Sue, her husband and three children were preparing to head off to work in India*. Sue had shared earlier that she had experienced significant anxiety and depression in her adolescence. Liz also knew that Sue had experienced significant symptoms of anxiety during her recent Bible College training which increased Liz’ desire to encourage Sue to engage in some counselling work.

What would you do or say in this situation?

Analysis

Member Care Workers can use normalisation to assist cross-cultural workers with struggles.  Normalisation is a powerful tool that enables people to see their experiences as ‘normal’ for someone in their situation or position.  When encountering symptoms that are outside a person’s usual experience, they may wonder, ‘What is wrong with me?’, increasing their distress.  

it’s usually a great relief for clients to hear that those believed to be abnormal thoughts, feelings, and behaviors aren’t so abnormal after all, that actually they’re quite common, that many people struggle with the exact same things. It’s just that no one talks about the uncomfortable truths in polite social discourse, or even in close relationships if those truths are discomfiting enough. Everyone tries as best they can to appear normal and well-adjusted, which means repressing their strangeness.

Schreiner, 2017

Counsellors use the normalising technique to assist people to have a more realistic perspective.  For example, Yeo (2007) encourages clients with depression to view it ‘as a normal reaction to abnormal situations’.   He gives another example,

To a woman who thinks herself crazy to be raving mad about her husband’s extra-marital affair, the counsellor could respond by saying, “I suppose it is only natural for you to be so mad.  It is not easy to be otherwise when one is faced with such a painful situation.

The technique of normalisation should be used with care.  It has the potential to be very effective but we do not want to trivialize our cross-cultural workers’ concerns. 

Normalising problems in no way minimises their gravity.  We take problems seriously. But they are accepted and viewed realistically. 

Yeo, 2007

Normalisation may not be the end of the road regarding work for the cross-cultural worker.   However, it may remove an obstacle that is preventing useful work on issues in the cross-cultural worker’s life.  

… normalization as a therapeutic tool should be used not to bring people back into the fold, into the warm comfortable womb of sameness, but rather should be used as a jumping off point for positive, growth oriented differentiation. 

Schreiner, 2017

Sharing of personal experience by member care workers can be effective for normalisation, but must be used with care.   Therapists note that personal disclosure can be potent in the process of normalisation (Dudley, 2007).  He suggests,

the therapist might describe how they had a phobia of public speaking and how they overcame this.

However, personal disclosure by member care workers for the sake of normalising has risks.  A psychiatrist (Smith, 2019) said, “When considering the wisdom of sharing a personal story, it is important to ask ourselves if we are seeking a response.”  For example, we might be wanting affirmation.   If we are not seeking any kind of response, then sharing a personal story can be a powerful way of normalising a situation for the cross-cultural worker you are caring for.

It is important that we continue to let the Bible interrogate our understanding.  (Read more about our use of the Bible in the ‘Theological Reflection Cycle’ blog post.)

A story to consider

But Jesus went to the Mount of Olives.

At sunrise he arrived again in the temple courtyard. All the people gathered around him there. He sat down to teach them. The teachers of the law and the Pharisees brought in a woman. She had been caught committing adultery. They made her stand in front of the group. They said to Jesus, “Teacher, this woman was caught sleeping with a man who was not her husband.  In the Law, Moses commanded us to kill such women by throwing stones at them. Now what do you say?”  They were trying to trap Jesus with that question. They wanted to have a reason to bring charges against him.

But Jesus bent down and started to write on the ground with his finger. They kept asking him questions. So he stood up and said to them, “Has any one of you not sinned? Then you be the first to throw a stone at her.” He bent down again and wrote on the ground.

Those who heard what he had said began to go away. They left one at a time, the older ones first. Soon only Jesus was left. The woman was still standing there. Jesus stood up and asked her, “Woman, where are they? Hasn’t anyone found you guilty?”

“No one, sir,” she said.

“Then I don’t find you guilty either,” Jesus said. “Go now and leave your life of sin.”

John 8:1-11

The woman was brought to Jesus by a group of religious leaders in front of a large crowd gathered around him in the temple courtyard.  The religious leaders told Jesus, and all those gathered around him, that she had been caught in the act of committing adultery, which would have been deeply shaming for the woman.  Then Moses’ instructions for judgement of this type of sin by stoning was also referenced.  It is interesting to note that no reference is made in the story to the man she had been caught in sin with. 

In contrast to expectations, Jesus achieved normalisation of the woman’s sin, whilst not endorsing it.  Jesus powerfully communicated that everyone present was a sinner, including the religious leaders who had brought the woman to him.   By redirecting the focus from the woman to others, Jesus broadened the focus from one person, the woman, to the whole crowd including her, giving a better perspective.   Lastly, Jesus challenged the woman to leave her past sinful behaviour patterns behind and so, grow in godliness.

This story is a foretaste of Jesus’ work on the cross, where he took away our guilt, our shame and our fear (Muller 2001).  Typically, Western Christians focus on the guilt and innocence aspect of the gospel.  However, the gospel is wider in scope.  In the place of our shame, God has given us honour.   

Scripture says, “The one who believes in him will never be put to shame.”

Romans 10:11

Anyone who serves me must follow me. And where I am, my servant will also be. My Father will honor the one who serves me.

John 12:26

What happened? How was this cross-cultural worker cared for?

As Jesus did with the woman, we can use normalisation to good effect.  

Liz used normalisation to encourage Sue to go to counseling, by saying, 

“A large proportion of the cross-cultural workers in our agency use counselling from time to time.  Anxiety is a common problem for cross-cultural workers.  One cross-cultural worker recently reported to me that working on her anxiety with a counsellor really helped her.”

During Liz’s second visit to Sue, she asked her how the counseling sessions were going. Sue reported that the sessions had been helpful and that she liked Zoe*, the counselor.  Sue said, 

“Zoe is helping me to improve my thinking…”

Sue was smiling as she said this but then the smile and enthusiasm vanished from her face. She continued,

“I thought I would only need one session and I have already had three. Zoe wants me to have another one next month. I feel bad about the agency having to pay for all this counseling.” 

Again Liz observed that Sue’s body language seemed to indicate significant discomfort.  Liz wondered, “What was going on in her head and heart? Is she feeling shamed?”

What would you do or say now?

Liz said, 

“It is normal and healthy to work on our issues every few years or so.  I go to a counselor or psychologist once in a while to work on an issue. I understand this as part of my Christian discipleship, enabling me to increase in godliness and serve God better.

Both myself, and our agency, advocate counselling as a form of preventative member care. We do this from a desire to increase our cross-cultural workers’ well-being and to build their resilience, so that they can serve God more effectively.” 

Sue visibly relaxed.

Later, after Sue’s counselling sessions had concluded, she reported to Liz that the times with Zoe had been helpful and she was thankful for the encouragement to persevere with counseling. Sue and Liz spent some time praying together, including thanking God for the benefits of Sue’s sessions with Zoe.  

If there was any indication that Sue was feeling shame, Liz could have said,  “Through the shedding of his blood, Jesus has taken away our shame and given us honour in its place.”  

* All names of people and places in this blog have been changed to provide anonymity.

Suggested Reading

Davis, T. (2020) Tamie and Kylie talk therapy. Available at: https://www.fixinghereyes.org/single-post/tamie-and-kylie-talk-therapy?fbclid=IwAR2Sz4Y3S-dYvSBBcHSnjP7MUW8mARVLi2Sb9jO7JaBmYLCdsihh65rtjW8.

References

Dozier, B. (2014) Barbara Dozier’s Blog. Available at: https://barbradozier.wordpress.com/2014/12/10/applied-counselling.

Dudley, R. (2007) Techniques in Cognitive Behavioural Therapy: Using Normalising in Schizophrenia, Psykologi. Available at: https://psykologtidsskriftet.no/2007/05/techniques-cognitive-behavioural-therapy-using-normalising-schizophrenia.

Muller, R. (2001) Honor and Shame: Unlocking the Door. Bloomington, US: Xlibris.

Smith, R. (2019) ‘Normalisation’.

Yeo, A. (1993) Counselling: A Problem Solving Approach. Singapore: Armour Publishing.