Our Best Selves: Responding to Refugees

Pudu area in Kuala Lumpur has been placed under ‘semi-enhanced movement control’ guarded by armed forces personnel and cordoned off by razor-wires since May 15, 2020.

 

By Tan Su Chen, Ph.D.

In the thick of Covid19, we are faced with and challenged by various stressors on an unprecedented scale. Given the uncertainty of the pandemic as well as restrictions in which we have been thrust, against our will and beyond our control, individuals and families are stretched and overwhelmed – physically, mentally, and emotionally. Yet at a time when we are pressed and strained, our best selves can emerge. Yes, we have, dear Malaysians. Our best selves are seen in the coming together across races and socioeconomic status to attend to and help the vulnerable in dealing with coronavirus and its inevitable repercussions. While we are gratified by the spirits of altruism and benevolence among Malaysians, however, xenophobia against refugee communities in Malaysia is becoming increasingly visible and abhorrent. This, in my observation, is our worst selves.

I write today, not to shame our apathy or inhumanity against people seeking refuge and safety on our blessed shores, but to invite us to reconsider our response toward a different global crisis plaguing millions across the world. Because like us with the pandemic, refugees find themselves in a situation against their will and beyond their control. But unlike us who could attain safety holed up in our homes, they had to flee theirs.

Over the last decade of contact with refugees, as a researcher, counsellor, refugee school consultant, and as a friend, I’m often viscerally shaken by the fragments of lived experiences to which I am exposed – and I’m always, always amazed. Astonished by their strength and resilience surviving war and persecution, the refugees continue to wrestle, perseveringly, for safety and stability. What the refugees strive so hard for, we take for granted so easily. We arise from our bed making plans for the day ahead. We do not wake up fearing our family is dead, hurt or missing, our house burned or destroyed, and whether we have clean water or enough food to survive. And the list goes on, dreadfully. Torture, rape, assault, severe deprivation of basic needs, as well as insurmountable losses of belongingness, identity, and income.

In the global mental health movement, “Triple Trauma Paradigm” illustrates multiple traumatic experiences of forced migration throughout a refugee’s journey in 3 phases – i.e., pre-flight, flight/encampment, and post-flight/resettlement. As a non-signatory of the 1951 Refugee Convention, Malaysia is a transit country for refugees seeking and awaiting resettlement to a welcoming third country. While they reside among us, spanning from a few years to a decade or more, refugees are denied access to work, education, and healthcare. How does one live meanwhile? Trapped in a constant limbo of stuckness and uncertainty. Having fled the terror of war and persecution, fear of arrest, refoulement, and discrimination continue to plague them in Malaysia. How have we allowed these, and how does our conscience sit with such palpable maltreatment right under our nose?

As I beheld recent photos of razor-wires locking down Pudu in which refugee communities reside, and as I heard desperate cries of women and children detainees hauled up like criminals, my stomach turned. I teared as we inadvertently push them to the ledge of suicide. They are traumatized and retraumatized. In order to survive yet another day at the hands of the merciless, refugees often yield in silence. But you and I need not be silent, my fellow Malaysians. As we consider a different and more humane response toward a community disproportionately impacted by the pandemic, let us raise our voices. Post on social media, forward news articles, create awareness among friends and family, dispel myths against them, highlight their strengths, show kindness through practical help, and hold our authorities accountable for their actions. Because, our best selves can shine through here, too. Because, refugees are human, too.

Refugee communities in the Pudu area receive regular groceries aid from Michael Moey and team, thanks to the public’s generosity.

Resilient Refugee certificate ceremonies!

Kachin refugee school certificate ceremony, taken in a colorful alley nearby their refugee school.

A refugee teacher with her consultation intern (a graduate student) who helped facilitate the refugee teacher consultant and consultee problem-solve together.

Manna refugee school certificate ceremony!

Chin Women’s Organization refugee school certificate ceremony

Head teacher Cuai receives her certificate of completion.

 

May, 2019

All of these refugee teachers completed over 7 weeks of learning how to be a consultant to their fellow teachers, and receiving consultation to help with their students and teaching. All the participating teachers are refugees, themselves, and had the goal of using Resilient Refugee activities in class promoting refugee student emotion regulation, engagement, and behavior. It was a blast having the ceremonies — eating kuihs (Malaysian snacks), handing out certificates, and going to enormous lengths to make a perfect group picture. We all learned so much from each other.

Missing from pictures: GHALC Batu Caves and Rawang certificate ceremonies (supervised by Ee Lynn)

103 refugee teachers signed up for Resilient Refugee Intervention!

Dr. Su Chen and our RRI consultation interns and researcher Jon at El Shaddai refugee school, after training the teachers who were interested in acting as refugee school consultants to their fellow teachers.

RRI supervisor Jeng Mun and a consultation intern at Zomi Education Center after training these teachers and head teacher as consultants, to help their fellow teachers.

Another Zomi refugee school after Jeng Mun trained their teachers as consultants

Somali refugee school, where CK is the RRI supervisor – this is after Arman and I visited it

Zophei refugee school, with CK as the RRI supervisor, having trained the head teacher and fellow teachers as consultants for each other

A really funny moment for me, when these older Somali refugee students insisted on taking a whole bunch of pictures with my camera, largely of me with them.

Missing from these pictures are photos of Frances with Chin Women’s Organization and Ruth Education Centre, Ee Lynn with GHALC Batu Caves and Rawang, and Jeng Mun with MSRI.

81 of our 103 refugee teachers are both consultees and we have now trained as consultants! They are working with our consultation interns doing 7 consultation sessions with each of their peer teachers to promote students’ emotion regulation, engagement, and behavior skills.

The Resilient Refugee Magic Tool Box

Our Resilient Refugee Intervention and Research (RRI) team is thrilled to offer the Resilient Refugee Magic Tool Box for use by refugee teachers.

Click below for a PDF of the Resilient Refugee Magic Tool Box:

Resilient Refugee Magic Tool Box

Note that on the Table of Contents (page 3), you can click on any tool and it will hyperlink you to the exact tool page. The tool page has a step-by-step description of how to do the activity in class. And it includes a video of how to do the RRI activity in class.

This tool box can also be used on your smartphone during consultation or to show one of the tool box videos in your refugee class.

Starting March of 2019, RRI will offer 6 to 7 individual consultation sessions with 100 refugee teachers in Kuala Lumpur, Malaysia. Senior and head teachers at each refugee school will also be trained as consultants to work alongside RRI consultants, and to continue consultation services at their refugee school once RRI ends in June. The Magic Tool Box will be used during consultation to offer possible intervention activities for teachers to improve refugee students’ emotion regulation, engagement, and behavior skills in class.

 

We wish you the best of luck with the tool box in your refugee classes!

A taste of our previous 2013 Resilient Refugee Intervention (RRI)

To get a taste of some of the previous Resilient Refugee Intervention work, see the following 6 minute RRI video and the Happy Teacher book for refugee teachers:

Click HERE for the English version of the Happy Teacher book for refugee teachers.

Click HERE for the Burmese version of the Happy Teacher book.

Click HERE for the Arabic version of the Happy Teacher book.

 

 

 

 

 

Resilient Refugee Intervention and Research (RRI) Overview

The Resilient Refugee Intervention and Research project is in its third iteration in Kuala Lumpur, Malaysia.

Refugee students in a refugee informal learning centre in Kuala Lumpur

 

We are thrilled that the third iteration of the Resilient Refugee Intervention and Research project since 2010 has been launched in Kuala Lumpur, Malaysia!

RRI’s goals are to:

  1. Promote refugee students’ emotion and stress management, in addition to emotion engagement in class.
  2. Offer emotion and stress support for refugee teachers, if needed.

How do we achieve these goals?

By providing FREE supportive consultation to refugee teachers, who are largely refugees, themselves.

When do we start RRI’s consultations?

End of February, 2019

How contact us?

resilientrefugee@umd.edu

Please see the flyer we use to recruit refugee schools:

Resilient Refugee Refugee Intervention Flyer.2-1yl4dq7

 

The flyer we use to recruit refugee schools for RRI

 

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