Cross Cultural Dialogue On Psychotherapy In Africa

Integrating Traditional Healing Practices Into Counseling and Psychotherapy critically examines ethnic minority cultural and traditional healing in relation to counseling and psychotherapy. Authors Roy Moodley and William West highlight the challenges and changes in the field of multicultural counseling and psychotherapy by integrating current issues of traditional healing with contemporary practice. The book uniquely presents a range of accounts of the dilemmas and issues facing students, professional counselors, psychotherapists, social workers, researchers, and others who use multicultural counseling or transcultural psychotherapy as part of their professional practice.

Available electronically in an open-access, full-text edition from the Texas A&M University Libraries' Digital Repository at http://hdl.handle.net/1969.1/146845. Child psychiatrist and psychoanalyst Astrid Berg states in her introduction that “South Africa is a microcosm.” It is a modern nation, yet many of its inhabitants follow ancient traditions. It is a nation with a colonial past marked by periods of violence, yet it has managed to make a largely peaceful transition to majority rule. It is a nation with eleven official languages embracing a great diversity of cultures and customs, and yet it is also a land where public debate is vigorous, free, and ongoing. In short, South Africa is a place where connections are being built and maintained—both those among people with long kinship and common culture, and those that reach across historical, racial, and class divides. “The western world is undeniably more advanced in certain areas of science and economic development,” Berg states, “but in other areas it seems to lag behind and could learn from” places like South Africa. In her work with children and infants, Berg has become instrumental in building connections with and among her fellow South Africans of all ethnicities. Based upon Berg’s 2010 Fay Lectures in Analytical Psychology at Texas A&M University, Connecting with South Africa: Cultural Communication and Understanding is both a self-reflective, subjective account and a scientific discourse on human development and intercultural communication. This volume will be warmly welcomed not only by psychoanalysts and those interested in Jungian thought and practice but also by anyone seeking more effective ways to learn from other cultures. Connecting with South Africa provides sensitive direction for those wishing to find healing and connection in a fractured society.

This book follows environmental changes—including those caused by human actions, as well as those resulting from natural circumstances—and provides a process to manage their impact on the future. Whenever environmental damages are caused by natural or human-made events, there are long-term effects for people. This eye-opening and unprecedented book explains the ongoing turmoil in the environment, while presenting ways to alleviate its effect on humankind's physical and mental health. Living in an Environmentally Traumatized World: Healing Ourselves and Our Planet discusses recent environmental events and examines the reasons why the resulting changes are inevitable. The authors assert that people experience six universal stages when they suffer from environmental trauma: shock, survivor mode, basic needs, awareness of loss, spin and fraud, and resolution. The book presents coping strategies for navigating negative ecological shifts, and provides a plan of action for responsibly managing our environment. Additionally, profiles of indigenous people who endure under environmental adversity provide real world examples of survival.

In a country as diverse as South Africa, sickness and health often mean different things to different people – so much so that the different health definitions and health belief models in the country seem to have a profound influence on the health-seeking behaviour of the people who are part of our vibrant, multicultural society. This book is concerned with the integration of indigenous health knowledge (IHK) into the current Western--orientated Primary Health Care (PHC) model. The first section of the book highlights the challenges facing the training of health professionals using a curriculum that is not drawing its knowledge base from the indigenous context and the people of that context. Such professionals will later recognise that they are walking without limbs in matters pertaining to health. The area that was chosen for conducting the research was KwaBomvana in Xhora (Elliotdale), Eastern Cape province, South Africa. The people who reside there are called AmaBomvana. The area where the Bomvana peoples reside is served by Madwaleni Hospital and eight surrounding clinics. Qualitative ethnographic, feminist methods of data collection supported the research done for Section 1 of the book. Section 2 comprises the translation and implementation of PhD study outcomes and had contributions from various researchers. In the critical research findings of the PhD study, older Xhosa women identify the inclusion of social determinants of health as vital to the health problems they managed within their homes. For them, each disease is linked to a social determinant of health, and the management of health problems includes the management of social determinants of health. For them, it is about the health of the home and not just about the management of disease. They believe that healthy homes make healthy villages, and that the prevention of the development of disease is related to the strengthening of the home. Health and illness should be seen within both physical and spiritual contexts; without health, there can be no progress in the home. When defining health, the older Xhosa women add three critical components to the WHO health definition, namely, food security, healthy children and families, and peace and security in their villages. Prof. Mji further proposes that these three elements should be included in the next revision of the WHO health definition because they are not only important for the Bomvana people where the research was conducted, but also for the rest of humanity. In light of the promise of National Health Insurance and the revitalisation of PHC, this book proposes that these two major national health policies should take cognisance of the IHK utilised by the older Xhosa women. In addtion to what this research implies, these policies should also take note of all IHK from the indigenous peoples of South Africa, Africa and the rest of the world, and that there should be a clear plan as to how the knowledge can be supported within a health care systems approach.

This is the first in-depth guide to global community psychology research and practice, history and development, theories and innovations, presented in one field-defining volume. This book will serve to promote international collaboration, enhance theory utilization and development, identify biases and barriers in the field, accrue critical mass for a discipline that is often marginalized, and to minimize the pervasive US-centric view of the field.

Multicultural counseling is a dynamic field, one that continually changes to reflect shifting social norms and to serve an increasingly diverse and globalized population. There is a growing need for counselors and psychotherapists who are sensitive and inclusive not only in regard to race, culture, and ethnicity, but also in matters related to gender, age, sexual orientation, disability, and class. Inspired by the pioneering work of Clemmont E. Vontress, the contributors to Counseling across and beyond Cultures trace the evolution of multicultural counseling and discuss remaining challenges for pratitioners. Essays include personal reflections by Vontress himself, assessments of developments in multicultural counseling, evaluations of Vontress's influence in Canada and the United Kingdom, and African and Caribbean perspectives on his work. Throughout, the volume offers historical, philosophical, and critical analysis of Vontress's accomplishments in the light of the changing epistemologies of multicultural counseling and psychotherapy.

ADHD is the most commonly diagnosed childhood behavioral disorder. Moreover, many students receiving special education assistance are reported to have ADHD. Children with ADHD may experience significant school adjustment difficulties and achievement problems. Problem behaviors associated with attention deficits and hyperactivity often have a negative impact on the classroom, and, therefore, may compromise the learning environment for many, if not all, students. There is a critical need for school professionals to identify, assess, and treat students with ADHD. Identifying, Assessing, and Treating ADHD at School brings science to practice, providing school professionals invaluable information to meet the needs of children with ADHD. This volume, designed as a practical, easy-to-use reference for school psychologists and other mental health and educational professionals: Explains why school psychologists and their colleagues need to be prepared and able to identify and serve students with ADHD. Identifies the prevalence, influences, and associated conditions. Provides a review of screening, referral, and diagnostic assessment processes. Offers guidance on conducting psychoeducational assessments. Reviews evidence-based treatments. Offers practical guidance on setting up programs that address individual and classroom issues. School psychologists and other education and mental health professionals will find Identifying, Assessing, and Treating ADHD at School an exceptional resource in working to enhance the mental health and academic development of students.