Difficulties in emotion regulation among Syrian refugee girls: Risk and protective factors.

Khamis, Vivian

doi:10.1037/ort0000665

Cited by 2 publications

(1 citation statement)

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“…Refugee students often struggle with emotion regulation given their exposure to traumatic events and stressful experiences (Khamis, 2019). For instance, a negative impact of war trauma on emotion dysregulation was found in a cross-sectional study of female Syrian refugee students in Lebanon and Jordan (Khamis, 2023). Emotional resilience is crucial in mitigating the risk factor of traumatic stress among refugee students (e.g., Betancourt et al, 2017).…”

Section: Refugee Education In Malaysiamentioning

confidence: 99%

Refugee school consultation effects on teacher self-efficacy, self-care, and peer consultation skills.

O'Neal,

Khong,

Khong

et al. 2024

School Psychology

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Guided by a participatory culture-specific consultation model, this study contributes to an understanding of the effectiveness of school consultation with teachers of refugee students. The goal of the present study was to determine the impact of an individual consultation intervention with refugee teachers on their selfefficacy and self-care, in addition to their peer consultation skills. The participants were 109 teachers at refugee schools in Malaysia, most of whom were refugees (91% refugees; 73% female). Of the 109 participants, 84 teachers were coconsultants with psychology graduate students; all 109 were individual consultees. The study used a two-timepoint design with the outcomes of self-reported teacher self-care; teacher self-efficacy in the management of refugee student emotion regulation and emotional engagement; and consultation skills. Additionally, consultee-reported goal attainment, consultation effectiveness, and satisfaction were collected. The findings suggested significant latent growth from baseline to post-intervention in refugee teacher self-care and self-efficacy in the management of student emotion regulation and emotional engagement in addition to the growth of their consultation skills. The effect sizes were large for latent growth of teacher self-efficacy in promoting student emotion regulation, behavior, and emotional engagement (d = 1.19, 1.01, 1.02); the effect size for self-care was medium (d = .62). Growth was not dependent on dosage, age, gender, or consultee education, with the exception of teacher self-efficacy in management of emotional engagement which was dependent on dosage. After the intervention, the consultees reported that they completed their consultation goals at a higher level than expected, were satisfied with the consultation, and found the consultants to be helpful. The discussion situates the findings in relevant theory, research, and the culture-specific context. Impact and ImplicationsThis study suggests that school consultation has an impact on teacher self-efficacy in promoting refugee student emotion regulation and engagement at refugee schools in Malaysia, in addition to teacher self-care and peer consultation skills. The results hold implications for school consultation promoting traumainformed, socioemotional supports provided by teachers to marginalized students in a global context.

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Section: Refugee Education In Malaysiamentioning

confidence: 99%