A case study exploring the preferred psychotherapeutic interventions used by Black-African educational psychologists
- Authors: Afonso, Jennifer Catherine
- Date: 2011-05-16T06:32:06Z
- Subjects: Cultural psychiatry , Cross-cultural counseling , Educational psychology study and teaching , Training of educational pyschologists
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/365196 , uj:7063 , http://hdl.handle.net/10210/3626
- Description: M. Ed. , This instrumental case study explores the preferred psychotherapeutic interventions used by a purposive sample of Black-African educational psychologists and intern psychologists who had graduated from the same university between 1998 and 2008. The sample also includes the therapeutic interventions lecturer at the university since previous research carried out at the university revealed that Black Educational Psychology students are at a much higher risk of dropping out of the master's course (Holmes, 2006). This research inquiry aims at gaining a better understanding of the therapies that Black-African Educational Psychologists use in their practice of Educational Psychology. The research is done within a critical paradigm using a social constructivist theoretical framework to seek an understanding of the world in which these educational psychologists live and work (Creswell, 2007). The researcher uses an interpretive approach to explore the data on the psychotherapeutic interventions used by the group of Black-African educational psychologists in their respective practices. The research sample comprises eleven Black-African educational psychologists and intern psychologists and the therapeutic interventions lecturer at the University. Once informed consent was obtained, data were generated by means of eleven incomplete sentence questionnaires and six semi-structured interviews which were captured using an audio-recorder. Data were analysed according to the steps outlined by Charmaz (2006; 2008) in her grounded theory approach to qualitative research. Thus, initial data sets were coded using initial and selective coding and then analysed simultaneously using the constant comparative method which generated findings which fall under four sub-themes namely: 1) Using psychotherapeutic interventions trained in, 2) Adapting Eurocentric interventions, 3) Using Indigenous Knowledge and the 4) Need to advance learning. These sub-themes were integrated to form a Culture-sensitive African perspective to psychotherapeutic intervention in South Africa, which became the overarching theme of this study. The themes were confirmed by sending a verification concept map to five participants.
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Die herkonstruksie van kultuur deur die personeel van 'n privaat psigiatriese kliniek : 'n gevallestudie
- Authors: Engelbrecht, Charlotte
- Date: 2011-12-06
- Subjects: Cross-cultural counseling , Health promotion , Psychiatric nursing , Psychiatric clinics , Hospitals' health promotion services
- Type: Thesis
- Identifier: uj:1803 , http://hdl.handle.net/10210/4166
- Description: M.Cur. , In a changing South-Africa new challenges regarding multiculturality emerge. In psychiatric nursing the psychiatric nurse also faces new challenges. During a cultural discussion, the personnel of a private psychiatric clinic realised that culture has numerous different meanings. (that numerous different meanings may be attached to culture). Culture has an interesting nature and certain expectations exist around culture. I have described this discussion in order to present a qualitative, descriptive, singular case study, within the paradigm of the Theory for Health promotion in Nursing. The data was processed according to the recommendations of Tesch (in Creswell, 1994:155). The discussion is presented according to certain themes. No guidelines have been set, but I have made certain recommendations that may be utilised in training of psychiatric nurses as well as in practise and research in the field of psychiatric nursing. The discussion was important because the participants were able to develop a sensitivity toward culture. This lead to the promotion of co-operation, productivity, and mutual understanding and respect within the context. The importance of the description of the discussion lies in the information that has been generated. This information will be available and will be incorporated as part of the body of knowledge in psychiatric nursing.
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The use of indigenous knowledge when working with children who have experienced trauma
- Authors: Beukes, Marni
- Date: 2013-12-09
- Subjects: Educational psychology - Training of - South Africa , Educational psychology - South Africa - Study and teaching , Cross-cultural counseling , Children - Counseling of - South Africa , Psychic trauma in children
- Type: Thesis
- Identifier: uj:7817 , http://hdl.handle.net/10210/8711
- Description: M.Ed. (Educational Psychology) , The main aim of this research inquiry was to explore the use of indigenous knowledge by Black-African educational psychologists in South Africa when working with children who have been traumatised. I hoped that the results would provide a better understanding of how indigenous knowledge can be applied in therapeutic interventions in a way that takes into account the client’s cultural preferences. Mental health professionals are becoming more aware that cultural customs and beliefs have considerable influence on therapeutic interventions. The Western conceptualisation of health and illness is insufficient in a culturally diverse society like the one found in South Africa. There is a need to explore how traditional concepts can be incorporated into psychology and how indigenous knowledge can contribute to the wellbeing of a person, from a culturally congruent worldview. In indigenous knowledge, there is recognition that communities have their own definition of healing needs and strategies when addressing trauma. The perception and beliefs about the causation, communication and acknowledgement of the problem are all culturally constructed and can influence psychotherapy. However, there is a lack of research on applying indigenous knowledge in therapy, specifically in the context of children who have been exposed to exploitative trauma (abuse) and loss (death). As such, there is a need in South Africa for the development of psychotherapeutic interventions that are culturally valid, which can be applied to children who have been traumatised. The research approach employed within this study is qualitative. A phenomenological design was followed. The overarching framework was that of social constructivism. I interviewed five black educational psychologists who live in the Gauteng area through the use of snowball sampling. Data was generated through semi-structured interviews. The data collection and analysis process was done through the use of thematic analysis, whereby certain themes were revealed. The psychotherapeutic interventions that were discerned were based mostly on the trauma children experienced due to child abuse and the death of parents. These included 1) use of oral traditions comprising stories, folklore, proverbs and metaphors; 2) rituals, comprising visiting the grave, communication with ancestors through the slaughter of animals and cleansing ceremonies involving the slaughter of animals; 3) games, specifically masekitlana; 4) music, especially singing and drums; 5) the use of Ubuntu to support clients through care, as well as using available family systems to promote systemic support. These interventions are thought to be useful as they are non-threatening; they allow clients to express themselves, they are a way of relating/identifying, they release emotion and they help to release any “impurity”. With the choice of psychotherapeutic interventions, it is important to consider the “goodness of fit” or congruency between the culture and belief system of both the therapist and client. The findings of the study could make a contribution to the field of psychotherapy in South Africa, since it makes a strong case for the inclusion of psychotherapeutic interventions that are sensitive to cultural differences and meet the needs of children’s cultural beliefs.
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