Community-Based Service Learning During Clinical Psychology Training: Working at the Critically Reflective Interface

Akhurst, Jacqui; Mitchell, Carol

doi:10.1007/978-3-030-71190-0_18

Cited by 2 publications

(2 citation statements)

References 19 publications

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“…However, this need not be seen in a negative light, as this approach is sometimes necessary to establish a good partnership and lay foundations for more transformative work to occur, as the partnership progresses. A strong focus is on developing good relationships that may lead to gradually minimising the power differentials that exist (Akhurst & Mitchell, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…Due to the limited duration of S@M, it may be difficult to affect any kind of systemic or sustainable change (Akhurst & Mitchell, 2021), since each year community partners work with a new cohort of student partners. Thus, this paper recommends that RUCE as a division, focusing on structural inequalities as one of the root causes of community distress, consider working further based upon the principles of the social action model.…”

Section: Discussionmentioning

confidence: 99%

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“Okokuqala ngokuya ndandiqala kwakungekho easy”: Feeling empowered to take collective action through community engagement

Bobo

Akhurst

2022

Community & Applied Soc Psy

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Community engagement (CE) at Rhodes University (RU) and community psychology draw on similar principles: using an asset-based community development approach; recognising and drawing on the skills, capabilities, and knowledge of all parties, which they contribute to a partnership. Working from a strategic model of engagement, mutuality is foreground in all CE activities, where both student volunteers and community partners jointly benefit from the engagement. This paper examines CE at RU and how CE principles are translated into practise, using Siyakhana@Makana (S@M) as a case study. In S@M, a 19-week-long volunteer programme, community partners and student volunteers are jointly involved in planning, executing, and evaluating CE activities together. This paper illustrates how being involved in such CE activities has enabled community partners to mobilise for effective change in their communities.Community partners reflect on how they have been empowered to taken on leadership roles, addressing local challenges in collaborative ways, while drawing on the skills and knowledge that they have gained through their engage-

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

“Okokuqala ngokuya ndandiqala kwakungekho easy”: Feeling empowered to take collective action through community engagement

Bobo

Akhurst

2022

Community & Applied Soc Psy

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Clinical Psychologists’ Experiences of “Community Service” in South Africa: Community-Based Service Learning and Primary Healthcare

Akhurst

2024

SaHS

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Many South African master’s degree programmes in Clinical Psychology integrate community psychology training modules into the first year (M1) of the coursework. Such modules often incorporate community-based service learning (CBSL) to equip trainees for work in primary healthcare settings. After completing their M1 year, trainees complete a year’s internship (M2) in a psychiatric setting, followed by a mandatory third year of “community service”, before being able to register for independent practice. This raises questions about the preparation of trainees for this additional year, including its links with CBSL and the provision of primary healthcare. The aim of this study was to investigate the clinical psychologists’ experiences of and settings for community service, and resonances with and contrasts to CBSL. The data were collected through an online survey accessing reflections of trainee clinical psychologists from five South African universities (n = 12), who had recently completed, or were currently completing, their community service. The data were analysed by template analysis. The resonances in the findings seem to be linked to the trainees’ relational and attitudinal skills and concepts related to community psychology, refined and applied during their M1 year. The contrasts in the themes illustrate the predominance of traditional clinical placements during community service, with their associated demands linked to dominant clinical practice. In conclusion, this study indicates that community service settings for clinical psychologists are seldom well linked to primary healthcare or based in community settings. Recommendations are made for CBSL in the M1 year and for expanding the settings of community service more widely into primary healthcare.

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Community-Based Service Learning During Clinical Psychology Training: Working at the Critically Reflective Interface

Cited by 2 publications

References 19 publications

“Okokuqala ngokuya ndandiqala kwakungekho easy”: Feeling empowered to take collective action through community engagement

“Okokuqala ngokuya ndandiqala kwakungekho easy”: Feeling empowered to take collective action through community engagement

Clinical Psychologists’ Experiences of “Community Service” in South Africa: Community-Based Service Learning and Primary Healthcare

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