Research Articles (Psychology)

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https://hdl.handle.net/10566/396

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Browsing by Author "Ahmed, Rashid"

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    Clinical psychology training in South Africa: a call to action
    (Sage Publications, 2013) Pillay, Anthony; Ahmed, Rashid; Bawa, Umesh
    With the profession of clinical psychology and its formal training programmes less than 40 years old in South Africa, it is important that efforts are made to critically examine its challenges and the extent to which it is meeting the prevailing mental health needs. The profession has gone through a chequered history in South Africa and needs to look at how it realigns its goals and practices, to be in tune with the imperatives of democracy, and to ensure that mental health benefits accrue to all of the country’s people, rather than a minority. To this end, the authors examine training issues, such as recruitment, curricula, and future directions. We assert that a clinical psychology that draws from current resources and foregrounds a primary health-care orientation can start to address some of the challenges facing training in South Africa.
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    Education quality, and teaching and learning in the post-2015education agenda
    (Elsevier, 2015) Sayed, Yusuf; Ahmed, Rashid
    At present, there is an intense and wide-ranging debate on the future of global development. This debateoccurs in a context of increasing global inequality, global economic recession, conflict, and climatechange. Discussions about the post-2015 education and development agenda in this context ambitiouslyseek to eradicate poverty, promote social and economic inclusion, tackle climate change, promoteequity, and access to quality education. While the exact goals are not yet agreed and the shape of the finalpost-2015 development is still to be settled, there is a widespread consensus that education is priorityand that equitable and quality education is core to the agenda. In this context, this paper discusses thecontinuities and discontinuities in the proposed post-2015 quality agenda through a textual analysis ofUNESCO consultations on Education for All (EFA). In particular, this article focuses on the UNESCO post-2015 position paper and the Muscat Global Education meeting agreement in April 2015. They aresignificant policy texts as they evidence the current global education discourse on education and thedevelopment agenda and reflect the broad consultations and thinking reflected in the thematicconsultations. They also are important as they seek to clarify and secure the focus on the Education for Allgoals within a future post-2015 development agenda. The analysis of these texts pays particularattention to how quality is conceptualised in these texts, how it is translated into targets and howteachers are located in the global education quality discourse.
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    Participatory health research in South Africa
    (Springer Nature, 2018) Mosavel, Maghboeba; Winship, Jodi; Ahmed, Rashid
    While 1994 marked the official end of institutionalized apartheid rule in South Africa, the effects of decades of racism and economic disparity continue to reverberate to this day. Historically, medical and behavioural research was seen as the domain of the ruling class, steeped in power dynamics and reflective of the limited voice of the majority and most marginalized. If research was even conducted in underserved and under-resourced communities, it was certainly done using a top-down approach to identifying and solving problems. South Africa witnessed an overwhelmingly successful grassroots movement to eliminate racial inequalities and end apartheid. This intensive, grassroots cross-sector movement for racial justice has significantly informed the approaches and strategies necessarily required for conducting social and behavioural research within the South African context. Perhaps because of the many years of “research neglect”, or research logjam, grassroots research engagement specifically focused on social and behavioural research in post-transitional South Africa is not as copious as one might think, and much of the research is necessarily population-based.
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    Poverty, protests and pandemics: what can we learn from community resilience?
    (SAGE, 2021) Ahmed, Rashid; Sayed, Yusuf Mohamed; Somhlaba, Nceba Z
    The destruction of property, theft and violence that occurred in South Africa, particularly in KZN and Gauteng in the week of 12 July 2021 had a significant impact on the national psyche. As we try to come to terms with the magnitude of the consequences on the political, economic, psychological and social levels, what are the lessons that we can draw from this adversity? This commentary draws on the notion of community resilience to understand what has happened, and how it may provide markers for the future. The commentary begins with a short overview of the notion of community resilience, followed by a discussion of its utility to explain the events as well as lessons for the future.