Authors Acknowledgements

This project could not have succeeded without the help and support of many people who truly care about nurturing the affective needs of students. First and foremost we would like to acknowledge the ongoing support of David Cobb, Director of Central Eastern European Schools Association (CEESA), who was instrumental in the design and implementation of the project. His suggestions about which schools to visit, his assistance in arranging the visits, and ongoing support during the project was essential to the project's success.

We would like to thank the directors of the schools we visited whose interest, hospitality, facilitation and encouragement for the project enhanced our ability to collect information and field test our activities. These directors include James Swetz of the American International School of Zagreb, Richard Spradling of the American International School of Vienna, Fred Wesson of the American International School of Bucharest, George Lumm of the American International School of Estonia, Peter Ostrum of the International School of Helsinki, and Carol Kluznik of the American School of Warsaw.

We also wish to thank the teachers, parents, counselors and students at these sites with whom we had the pleasure of sharing ideas and building a knowledge base upon which much of this work is based. Their cooperation and willingness to discuss issues and provide feedback were essential to our understanding the culture of the international school community.

Other contributors to our understanding of the issues faced by students attending international schools were teachers and students we encountered outside of the CEESA region with whom we had the opportunity to share ideas and field test strategies. These individuals were from the International School of Kuala Lumpur, Malaysia, the Columbus School in Medellin, Colombia, Collegio Granadino in Manizales, Colombia, Harare International School, in Zimbabwe and the American School of Santo Domingo, Dominican Republic. We thank them for their input and feedback.

We wish to offer a special acknowledgement to two individuals whose involvement in the project meant a great deal to us: Chris Mullen, secondary principal of the American School of Bucharest and Heidi Chakos, high school counselor from the American School of Bucharest. We thank Chris for his enthusiasm for and contributions to the initial idea for the project. His discussions about the social and emotional needs of adolescents attending international schools convinced us of the importance of the work. We also extend our heartfelt gratitude to Heidi for her assistance in implementing the ideas contained in the book. She field tested our strategies, helped at our CEESA workshops presentations, and provided a panel of outstanding students to share their stressors at the 2002 CEESA conference in Bucharest. We grew in our understanding of the needs of these children from our ongoing interactions with Heidi.

These acknowledgements would not be complete without mentioning the support we received from our friends at the Office of Overseas Schools, U.S. State Department. We wish to thank Keith Miller, Joe Carney and Bud Spillane for their willingness to offer suggestions and feedback as we confronted problems or needed clarification of issues. Their friendliness and encouragement eased the way for us over the course of this journey.

Finally, we offer our sincere appreciation to our copy editors, Laurie Pauline­Palladino and Gordon Nicol, for their careful efforts on this tedious and time intensive task.

Henry Nicols and Susan Baum
March 1, 2003