Cross-cultural training in southern africa: A call for psychoecological pluralism

Levers, Lisa Lopez

doi:10.1016/s0147-1767(96)00047-8

Cited by 12 publications

(8 citation statements)

References 35 publications

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“…Most of the Namibian teachers and principals involved in this study articulated a need for school counselors, and this nding is consistent with ndings in several other southern African countries (Levers, 1997;Maki, 1995, 1994). School counseling has been connected to health issues and economic development in the southern African region (Levers, 1999;Sebatane, 1987), and the enterprise of assisting the Namibian Ministry of Education and Culture in developing culturally appropriate counselor training, sensitive to a relevant child development perspective (i.e., ecological-transactional ) could become an important mission for a donor organization.…”

Section: School Counselingsupporting

confidence: 87%

“…We tried to make ourselves as unobtrusive as possible, but could not escape the reality that we were outsiders, immersing ourselves into an environment of which we were not a natural part. All observations and re ections are reported here with the tension of this important emic/etic conundrum in mind (Guba and Lincoln, 1994;Levers, 1997).…”

Section: The Research Protocolmentioning

confidence: 66%

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Examining northern Namibian teachers' impressions of the effects of violence, gender, disability, and poverty on young children's development: School-based countermeasures

Levers¹

2002

Journal of Children and Poverty

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A donor-funde d basic education support project in Namibia equipped grade one teachers in the northern district, mostly Owambo-and Kavangopopulated and widely affected by relatively recent warfare in the region, with teachers' guides, posters, and materials for lessons, while also training teachers and introducing them to the basic practices of continuous assessment. Evaluative research assessed the ef cacy of training and surveyed teachers' experiences with using continuous assessment by means of classroom observations , teacher interviews, and focus groups. As an extension of the construct of continuous assessment of cognitive ability, preliminary qualitativ e interview probes inquired about teachers' awareness of and ability to assess the potential impact of gender and disabilit y on classroom performance and also their ability to assess the psychosocial problems of learners whose classroom behaviors may be affected by exposure to trauma in the home, village, and/or extended environment. The ndings of this educational anthropolog y study mainly re ected the teachers' description s of the educational effects of trauma-related psychosocial factors on children; their perceptions of the effects of gender, disability , and the region's poverty; and the ameliorative effects of school-based countermeasures. Crosscultura l and policy implications are explored and discussed.

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Section: School Counselingsupporting

confidence: 87%

Section: The Research Protocolmentioning

confidence: 66%

Examining northern Namibian teachers' impressions of the effects of violence, gender, disability, and poverty on young children's development: School-based countermeasures

Levers¹

2002

Journal of Children and Poverty

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“…Understanding of culture, including the use of language and social interactions, was cited as key in comprehension of indigenous practices and expected behaviors of mental health professionals in each setting. In addition, participants asserted the need to include indigenous practices within the curriculum, corroborating Levers' (1997) findings at one site in South Africa.…”

Section: Discussionsupporting

confidence: 57%

“…This is particularly relevant for African nations, where indigenous specialists are prevalent (Harper and Deen 2003;Levers 1997;Vontress 1991). For instance, in an assessment of one cross-cultural counselor training program in a South African country (Levers 1997), native professionals requested that counselor educators included indigenous healing practices. In response, Levers recommended that educators working cross-culturally honor student input, needs, and indigenous practices in designing and implementing the curriculum.…”

mentioning

confidence: 99%

Achieving Cultural Competency: Assessment of US-Based Counselor Educators Instructing Internationally

Malott

2008

Int J Adv Counselling

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This article presents the outcomes of a qualitative investigation addressing the global exchange of counselor education. Findings delineate key traits and behaviors applied by counselor educators and counseling psychologists in cross-cultural exchanges. Personal traits noted by educators as essential for international exchanges included flexibility, respect, openness to learning, and passion for the experiences provided by international travel. Factors that increased cultural competency were cited as communication skills, increased comprehension of the context, and understanding of the counseling profession within the culture.

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“…Malott (2008) believes that not only the Western versus non-Western paradigm should be considered but also the challenge of cultural differences across Western countries. He supports Levers' (1997) call for 'psychological pluralism' to include indigenous practices in the counselling curriculum. Indigenisation could 'enable scholars to accept both traditional and imported psychological perspectives' (Sinha as cited in Stead and Watson 2006, 188).…”

Section: Indigenisationmentioning

confidence: 87%

Career counselling in the 21st century: South African institutions of higher education at the crossroads

Maree¹

2010

South African Journal of Higher Education

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The current state of career counselling 1 in South African institutions of higher education in the 21st century is explored in this article in an attempt to locate current work in the field of career counselling in South Africa in the light of global trends (academic and economic) and in terms of local history and current economic climate. The article is based largely on an examination of factors that have contributed collectively and individually to the current state of affairs in career counselling in South Africa (with particular emphasis on institutions of higher education). The key aim is to create a deeper understanding of what can be done to help millions of young people in South Africa (including those who are currently excluded from sought-after fields of study and training institutions) access those opportunities that are available and, in the process, to promote equity, access and redress. Some salient aspects of 21st century career counselling, including the history of career counselling in South Africa and elsewhere, the need for a changed approach to career counselling at all levels, and the interplay between the different waves in psychology are explicated. Helping models in career counselling, the narrative approach, the global economy and the impact of global developments on career counselling are considered. It is endeavoured to deconstruct and explain the impact of these factors on what is currently happening in South Africa and determine whether South Africa has kept abreast of contemporary developments historically, epistemologically and at a more practical level.

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Cross-cultural training in southern africa: A call for psychoecological pluralism

Cited by 12 publications

References 35 publications

Examining northern Namibian teachers' impressions of the effects of violence, gender, disability, and poverty on young children's development: School-based countermeasures

Examining northern Namibian teachers' impressions of the effects of violence, gender, disability, and poverty on young children's development: School-based countermeasures

Achieving Cultural Competency: Assessment of US-Based Counselor Educators Instructing Internationally

Career counselling in the 21st century: South African institutions of higher education at the crossroads

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