Global Consultation Processes: Lessons Learned from Refugee Teacher Consultation Research in Malaysia

O’Neal, Colleen R.; Gosnell, Nicole M.; Ng, Wai Sheng; Clement, Jennifer; Ong, Edward

doi:10.1080/10474412.2017.1293544

Cited by 10 publications

(17 citation statements)

References 14 publications

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“…Refugee children who receive education in transit countries are sometimes taught by teachers who are refugees themselves with limited training as an educator but are typically highly motivated (Low et al, 2014; Maher, 2020; O’Neal et al, 2022). It is critical that teachers of refugees feel confident to promote students’ emotion regulation and engagement given trauma and stress experienced by students who are refugees (e.g., O’Neal 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%

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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“…Consequently, language proficiency is suggested to be a priority since language is related to access to democratic processes and professional networks, and knowledge of certain languages will also enhance possibilities of employability. One solution to deal with the language barrier is to allow teaching in the native language in non-formal education settings of the refugees (O'Neal et al 2018).…”

Section: Language Barriermentioning

confidence: 99%

Professional development of Syrian refugee women: proceeding with a career within education

Bradley

Bahous

Albasha

2020

Studies in Continuing Education

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“…Schools are spaces that can help refugee children escape from the threat of violence, sexual exploitation, child labor, child marriage, and other forms of abuses (Burde, Kapit, Wahl, Guven, & Skarpeteig, 2016;UNHCR, 2016b). Schools also contribute to the psychosocial wellbeing of refugee children by offering them a return to normalcy and routine life after traumatic experiences (O'Neal et al, 2017).…”

Section: The History Of Refugee Education Policymentioning

confidence: 99%

“…Education is also often not included in emergency needs assessment that is carried out at the onset of emergencies (ODI, 2016). When education is organized on the ground, it has been promoted on an ad hoc basis by the refugee communities themselves (Dryden-Peterson, 2011;Edwards Jr. & Klees, 2012;O'Neal et al, 2017).…”

Section: The History Of Refugee Education Policymentioning

confidence: 99%

“…While refugees stand outside the mandate of any given nation-state, they are still human beings that are always situated somewhere and have real needs to be fulfilled (Dryden-Peterson, 2016). In practice, UNHCR has often found itself acting as the 'pseudo-state' in attempting, and failing, to fill the traditional state responsibilities with regard to the refugee population (Bengtsson & Naylor, 2016;O'Neal, Gosnell, Ng, Clement, & Ong, 2017;Waters & LeBlanc, 2005). The 'exceptional' status that refugees occupy within the global political structure of sovereign nation-states leaves a vacuum that, for many policy actors, requires the private sector to step in, even in this domain of education where the involvement of private actors have always been contentious.…”

Section: Introductionmentioning

confidence: 99%

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Private encroachment through crisis-making: The privatization of education for refugees

2019

EPAA

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How has education for refugees been shaped by broader dynamics of educational privatization? This paper argues that the invoking of the ‘refugee crisis’ narrative has been a crucial force in facilitating the privatization of this sector. The urgency of crisis helps to naturalize private actors’ participation in refugees’ education as equal partners to host governments, multilateral agencies, and civil society. Consistent with Stephen Ball’s (2012) distinction between privatization in and of education, the privatization of refugee education also advances through two dimensions: the creation of a new space – a new ‘market’ – for private actors, and the infusion of market and business principles such as ‘innovation’ into all aspects of education. The crisis narrative has created a new ‘horizon of taken-for-granted’ (Hall, 1993), where it is simply natural that private actors must participate in the assumption of the traditional responsibilities of the state in providing education for refugees.

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Global Consultation Processes: Lessons Learned from Refugee Teacher Consultation Research in Malaysia

Cited by 10 publications

References 14 publications

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

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

Professional development of Syrian refugee women: proceeding with a career within education

Private encroachment through crisis-making: The privatization of education for refugees

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