Evaluation of Models of Community Psychology from a South African Perspective

This essay explores the various models of community psychology as expressed in the mental health model, the indigenous-ecological model, the organisational model, the social action model and the social community-liberatory model. Throughout this critical survey, it becomes clear that the underlying ideological assumptions of each model dictate the theory, method and practice. Implications and applications of the various models of community psychology are examined as they relate to the South African context.

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This paper discusses tensions and contradictions experienced by a group of psychologists in post-1994 South Africa as we struggled to develop an MA program in community psychology. Situating our work within the history of the subdiscipline and the historical context confronting South Africans in the "wake of apartheid," we explore models of community psychology that informed praxis under apartheid and contemporary challenges confronting a country in transition. We discuss three tensions that inform the ongoing program development. These include (1) the construction and deconstruction of Western and indigenous knowledge systems; (2) assessment and intervention at multiple levels and from differing value perspectives; and (3) paradoxes experienced by a team of university-educated, primarily White academic staff committed to challenging oppression. We conclude our discussion by suggesting that, within these shifting sands of economic, political, cultural, and institutional ch.

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Equity & Excellence in Education

The term “community” holds historical connotations of political, economic, and social disadvantage in South Africa. Many South African students tend to interpret the term “community” in ways that suggest that community and community psychology describe the experiences of exclusively poor, black people. Critical pedagogies that position the teaching process as a transformative activity and that challenge student perceptions about the status quo are central in teaching community psychology. This article uses the subdiscipline of community psychology to discuss the importance of pedagogy. It uses a module that was presented at Stellenbosch University (SU) in the Western Cape, South Africa, as an illustrative example. The module was taught collaboratively with the social work department at the University of the Western Cape. Forty-five psychology students from a historically white university (SU) and 50 social work students from a historically black university (UWC) engaged in face-to-face workshops and virtual (e-learning) assignments that interrogated notions of the self, community, and identity. Final student essays were analysed qualitatively for themes illustrating aspects of the human capabilities approach to pedagogy adopted in this project.

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Psychology like other progressive scientific disciplines endures constant transformation, with one scientific revolution replacing or superseding another. The nascent field of community psychology represents a paradigm shift, and indeed a mental health revolution in psychology. The paper seeks to illuminate the themes, values, and methods of community psychology. Effort will be made to underscore how the discipline does not attempt to hide behind a “scientific” value free cloak but rather highlight the critical role values play in shaping and informing praxis in psychology and community psychology in particular. The paper also seeks to emphasise that the discipline is relevant in African cultural contexts given the synchronicity between its core values and African cultural values. Finally, an endeavour will be made to examine community psychology in the Zimbabwean context.

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This article describes a new approach to teaching community psychology. Rather than attempting to "transmit" a body of knowledge, students' intellectual and creative abilities are drawn upon to recruit them for the project of "re-imagining" communities and community psychology. The article describes the development and implementation of new courses at second- and third-year, as well as honours levels. Students are encouraged to move from experience to theory, rather than from theory to experience, in order to develop their own authentic voice in contributing to the sub-discipline, and to become part of a collaborative network of community psychology students and practitioners. Op weg na 'n toepaslike leerbenadering vir gemeenskapsielkunde : die ervaring van Universiteit van Suid-Afrika Die artikel beskryf 'n nuwe benadering tot die doseer van gemeenskapsielkunde. In stede daarvan om inligting direk aan studente te probeer oordra, word gebruik gemaak v.

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