South African Psychology and ‘Relevance’: Continuing Challenges

Abstract

During the apartheid era, psychology was accused of being irrelevant, and of advertently or inadvertently bolstering apartheid. Since 1994, much has changed in psychology. However, much has remained the same. In a situational analysis of research in psychology over the last five years it emerged that quantitative methods based on 'hard' science theory, as well as the traditional topics of assessment, psychotherapy, counselling, psychopathology and stress continue to dominate psychological research. A minority of studies utilise theoretical frameworks and tackle topics that illuminate the interweaving of the individual with the so ciopolitical context. Knowledge is being generated chiefly about urban, middle-class adults living in the three wealthiest provinces, with university students being the most popular source of participants. Historically white universities continue to dominate the publishing scene, and collaboration takes place chiefly with high-income countries. A comparison of these results with the key issues raised in the United Nation Development Programme's South Africa human development report 2003 shows that psychology has a long way to go before it can establish its 'relevance' credentials.Psychological research has had a chequered history in South Africa. In the 1980s a group of psychologists began what came to be termed the 'relevance debate', in which the relevance of psychological theorising and practice in the context of apart heid South Africa was called into question. South African psychology was accused of ignoring the dialectical relationship between individuals and the sociopolitical context in which they live (Anonymous, 1986), adhering to a noncritical, conserva tive ideology, and thus either actively or inadvertently supporting apartheid ideology (Dawes, 1985), ignoring working class issues (Dawes, 1986), perpetuating inequities in mental health service provision (Vogelman, 1986), lacking constructs for dealing with the process of change, and viewing culture in a mechanistic manner (Gilbert,

Occupational Interests and Aspirations of Rural Black South African Children: Considerations for Theory, Research and Practice

“…Less than four percent of South African psychological research over a recent five year period has focused on children (MacLeod, 2004), a finding supported by earlier reviews of South African career research. There was negligible career development research focused on Black elementary school children evident by the middle of the last decade.…”

Integral approach to South African psychology with special reference to indigenous knowledge

“…This Society reflects committed psychologists, informed critique and action during the struggle against Apartheid as well as continuing committed action against all forms of illness, violence, poverty, crime, oppression and injustice. The history and evidence of crit ical discussion and creative contributions are found regu larly in the South African Journal of Psychology and the Journal of Psychology in Africa (Cooper, Nicholas, & Bawa, 2011;Macleod, 2004;Macleod & Howell, 2013;Seedat, 2012). The excellent international contribution of PsySSA members is reflected in their many prom inent leadership roles in international psychological organisations.…”

“…In the case of South African Psychology, such a calling could provide motivation to work towards a holistic, integrated academic, profes sional and applied discipline, a universal psychology that is directed towards the best interests of humanity, science and the cosmos, which transcends and includes African, European, American and other forms of psychology (Moll, 2002;Wilber, 2000;. The calling may include critical and creative reflection on what it means to be a psychologist in the South African context (Macleod, 2004;Painter & Terre Blanche, 2004;Pillay, Ahmed, & Bawa, 2013;Pillay & Siyothula, 2008). Wilber's (2000) AQAL model, as previously outlined, provides a heuristic device for defining, understanding and validating any professional psychological activity.…”

The role of rural universities in developing psychology in South Africa

“…In the case of South African Psychology, such a calling means working towards a holistic, integrated academic, professional, and applied discipline, a universal psychology that is directed towards the best interests of humanity, science, and the cosmos (Moll, 2002;Wilber, 2000). The calling includes critical and creative reflection on what it means to be a psychologist in the South African context (Macleod, 2004;Painter & Terre Blanche, 2004;Pillay et al, 2013;Pillay & Siyothula, 2008).…”