Resilient Refugee Intervention (RRI) GOALS are to help refugee students improve their:

• Emotion and stress management skills
• Emotion engagement in class
• We support teachers in helping their students improve these student skills and engagement

HOW?

 Refugee teacher consultation

 30-45 minutes per week

 6 to 7 individual consultant-teacher consultation meetings

 At the school

 At a time convenient for the teachers, often after school

 Free

WHAT DOES REFUGEE TEACHER CONSULTATION INVOLVE?

• Our RRI consultants meet with each of teacher to problem-solve a problem with any of your students.
• Together, the consultant and the refugee teacher figure out what the specific problem is.
• We figure out how it relates to the child's emotions, stress, and engagement in class.
• We plan a solution, or intervention, to help the problematic child learn to improve their emotion, stress, and behavior management, in addition to how they engage in class material.
• We share many possible activities as interventions
• Together, the teacher and consultant try out the intervention in class.
• We figure out if the intervention is effective, and improve the intervention, if needed.
• We also offer the teacher any emotional support, if needed.

WHO IS INVOLVED?

• Teachers as consultees
• Our supervised RRI consultant interns
• One or two of your teachers as a "refugee school consultant" who helps lead the consultation (we train them during the first consultation meeting as co-consultants at your school)

In 2011 and 2013, RRI improved:

Refugee teacher confidence and knowledge

Refugee teacher self-care

As tutors, you would be involved in data collection, processing, and, potentially, analysis process, as RRI research coordinators.

The questions are:

1. What is the impact on the refugee students/teachers of Myanmar, Malaysia, and UNHCR-Malaysia policies towards their refugee group? We focus on the mental health, stress, and emotional impact, in addition to multilevel impacts on their community, families, and kids. (via qualitative interview)

2. How effective is RRI on refugee teacher confidence, knowledge, self-care, emotion valuing/awareness, and emotion regulation strategy promotion? (via pre- and post-intervention quantitative questionnaires)

3. How effective is RRI on observed teacher in-class relationships with students, emotion attunement, emotion engagement, and class management with students? (via pre- mid-, and post-intervention videotaped in-class observations of 5 refugee teacher case studies and qualitative interviews)

4. How effective is RRI training for the consultation supervisors and interns? (via quant pre-, post-training and post-RRI eval)

5. What feedback is there from the supervisors, interns, and refugee teachers on the RRI process? (mid- and post-eval via qualitative interviews or focus groups)