Stress, Mental Health, and Self-Care among Refugee Teachers in Malaysia

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dc.contributor.advisorO'Neal, Colleenen_US
dc.contributor.authorGosnell, Nicoleen_US
dc.contributor.departmentPsychologyen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2020-07-10T05:30:55Z
dc.date.available2020-07-10T05:30:55Z
dc.date.issued2020en_US
dc.description.abstractThe mental health of post-conflict refugee teachers is understudied, yet critically important given the current refugee crisis which has displaced more than 70 million people (UNHCR, 2019). Teachers in hidden refugee schools are often refugees themselves, have little teacher education, and are faced with overwhelming classroom demands and other unique stressors. This study utilizes a mixed method design to examine stress, mental health (i.e., depression, and anxiety), and self-care among teachers in hidden refugee schools in Kuala Lumpur, Malaysia. Quantitative data are archival, collected in Malaysia in 2013. Quantitative study participants included 97 primarily Burmese refugee teachers and 26 non-refugee teachers living in Malaysia. Quantitative measures included (a) Depression, Anxiety, and Stress Scales (DASS); (b) a self-care strategies questionnaire, and (c) a demographic questionnaire. Quantitative results suggest that refugee teachers have significantly higher rates of mental health and stress, but lower rates of self-care as compared to their non-refugee peer teachers. In addition, higher rates of self-care are associated with lower rates of mental health symptoms and stress rates; the association is moderated by age. Qualitative data were collected in June 2018 via individual interviews with eleven Burmese refugee teachers working in Malaysia. Qualitative results shed light on the unique definitions and experiences of stress, mental health, and self-care among refugee teachers in the context of macrolevel factors. Overall, this dissertation found that macrolevel factors unique to being a refugee impact refugees’ rates, experiences, and definitions of microlevel mental health symptoms, stress, and self-care.en_US
dc.identifierhttps://doi.org/10.13016/vkwi-t7nn
dc.identifier.urihttp://hdl.handle.net/1903/26172
dc.language.isoenen_US
dc.subject.pqcontrolledPsychologyen_US
dc.subject.pqcontrolledMental healthen_US
dc.subject.pqcontrolledEducational psychologyen_US
dc.subject.pquncontrolledmental healthen_US
dc.subject.pquncontrolledrefugeeen_US
dc.subject.pquncontrolledself careen_US
dc.subject.pquncontrolledstressen_US
dc.subject.pquncontrolledteacheren_US
dc.titleStress, Mental Health, and Self-Care among Refugee Teachers in Malaysiaen_US
dc.typeDissertationen_US

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