Social psychology aims to understand how individuals think and behave in social contexts. The document discusses the history and potential contributions of social psychology in Malawi. It describes 3 stages in the development of psychology in developing countries: 1) Attempting to assimilate western studies, 2) Emphasizing positive cultural attributes through a western lens, 3) Independent assessment of social realities without comparison to the west. The document also outlines 5 "modes" of social psychology observed in Malawi: rejuvenation, refutation, realization, reconstitution, and restatement. Finally, it discusses how social psychology could help understand factors influencing health behaviors and messages in Malawi.
Social psychology and personality psychology have the same job: to seek to understand the meaningful, consequential, and for the most part social behaviors of daily life. Cognitive psychology examines component processes such as memory, perception, and cognition. Biological psychology seeks to understand the physical underpinnings of behavior in the anatomy, physiology, functional organization, genetic basis and evolutionary history of the nervous system. Developmental psychology explores the roots of behavior in genetics and early childhood experience, and changes across the life course. All of these fields could be viewed as foundational for the common concern of social and personality psychology, which is to understand what people do every day. In this light, it is unsurprising that courses in social and personality psychology are among the most popular offerings on most college campuses; their subject matter is not only important, it is personally relevant and intrinsically interesting.
Social and personality psychology began to come into their own about the same time â the 1920âs and 1930âs â through the work of many of the same people, such as the Allport brothers, Floyd and Gordon (F. Allport, 1924; G. Allport, 1931, 1937; F. Allport & G. Allport, 1921). What is surprising, in retrospect, is how the two fields diverged over the subsequent decades. Social psychology came to specialize in the study of what people have in common; in particular how aspects of situations can change what people, on average, will do. Personality psychology came to specialize in the study of how people differ from each other psychologically, and on ways to characterize and measure these differences. This division of labor makes a certain amount of sense, but problems arose as the fields gradually became so specialized that many practitioners of each field became unaware of the basic principles, findings and methods of the other, and grew worse when social psychologists began to suspect that personality psychologyâs emphasis on individual differences was misguided. In his memoirs, the eminent social psychologist Roger Brown described one memorably awkward encounter between the two traditions:
In our globalised world, the contribution of social sciences is crucial, particularly with regard to the challenges of our time. Migrations, transnational undertakings, international issues health and environment related are major concerns that require shared perspectives. We can no longer afford former and standardized responses. Our generation smartly need a deeper understanding of diverse realities. The construction and the dissemination of cross-cultural knowledgeâs are essential in order to break through received ideas and misconceptions. Majority and minority world traditions in the psychological sciences. Science is a tool into the hands of the ruling classes who ask questions, determine objects of study and choose attractive notions [1].
In that respect, the mainstream psychology inherited a double cultural halo effect, at the expense of âminoritiesâ (or the dominated groups, who actually represent the majority) [2]. First, from an intercultural point of view, the global preponderance of western culture tend to present western school of thinking as ânaturalâ and universal [3-5]. This ethnocentric vision is consistent with colonialist history of the 19-20th century. Thus, most of scientific theories ânot only in psychology, but in social and human sciences at largeâ assume an individualistic point of view where individual factors explain behaviour [6]. Yet, in most cultures, the sense of self is mostly nested in the relationship with the social and the metaphysical environment [7-10].
Secondly, from an intracultural point of view, studies are mainly conducted with sampled from WEIRD (white, educated, industrialized, rich, developed) countries, typically with young, educated and white individuals, from which results are generalized to the global population [11]. Historically, this western approach occurred when psychology claimed the status of exact science, developing a positivist vision relying on validated concepts and instruments. Wilhelm Wundt (1832-1920), the founder of the first pioneering psychological laboratory in Leipzig in 1879, laid the first stone of a âgenuinely empiricalâ psychology, physiology-related but purposely completely disconnected from the social reality [12,13]. Marking a shift from general to applied psychology, but still relying on the same empirical standpoint, William Stern (1871-1938) introduced the notion of intelligence quotient and coined the term âpsycho-technicalâ to refer to âa technical science, related to causal psychology as engineering is related to physicsâ (Miinsterberg 1914, cited in [14]). His work did not explore the social structuration but, rather posed the ânational natureâ as immutable and definitely established [1]. For instance, the intelligence tests do not consider the environmental impact of formation and learning. The plasticity of human nature, the structuration through environment, the lability of psychological trait was denied [1].
The Impact of Psychological Capital on Teaching Effectiveness in the Bafut Su...ijtsrd
Â
The study adopted the survey design and used 78 teachers selected using the demographic cluster and incidental sampling techniques from a cross section of 324 secondary school teachers in Bafut Sub Division in the North West Region of Cameroon to examine the impact of psychological capital on teaching effectiveness. The over emphasis on academic qualification and negligence of developing teachers psychological capital compromise their effectiveness and therefore problematic. Data for this study was collected using a modified version of the recently constructed psychological capital questionnaire Luthans,F., Youssef, C. M., and Avolio, B.J, 2007 made up of 48 items for both teachers and administrators , 43 questionnaire items for conscientiousness, emotional stability, extraversion, person job fit and person organization fit and 31 items for teaching effectiveness constructed by the researcher. The overall instrument was made up of 122 items. The STATA statistical package was used to run Regressions and establish Correlations used to establish relationships and in verifying the Research hypotheses. Psychological capital was found to be a significant predictor of teaching effectiveness after controlling for Emotional stability, extraversion, conscientiousness, person job fit and person organization fit. Also Self Efficacy, Hope and Optimism were shown to have significant impact on teachersâ Enthusiasm, Expectations and Task Orientation respectively. The study also found that the relationship between resilience and commitment was not statistically significant as the null hypothesis was retained. The study concludes with a call for the inclusion of psychological capital training programs to develop teachersâ psychological capital as an alternative to mitigate the ongoing challenges of ineffectiveness in the secondary school. environment.. Ndonwi Emmanuel "The Impact of Psychological Capital on Teaching Effectiveness in the Bafut Sub-Division" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-6 , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd35807.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/35807/the-impact-of-psychological-capital-on-teaching-effectiveness-in-the-bafut-subdivision/ndonwi-emmanuel
Social psychology and personality psychology have the same job: to seek to understand the meaningful, consequential, and for the most part social behaviors of daily life. Cognitive psychology examines component processes such as memory, perception, and cognition. Biological psychology seeks to understand the physical underpinnings of behavior in the anatomy, physiology, functional organization, genetic basis and evolutionary history of the nervous system. Developmental psychology explores the roots of behavior in genetics and early childhood experience, and changes across the life course. All of these fields could be viewed as foundational for the common concern of social and personality psychology, which is to understand what people do every day. In this light, it is unsurprising that courses in social and personality psychology are among the most popular offerings on most college campuses; their subject matter is not only important, it is personally relevant and intrinsically interesting.
Social and personality psychology began to come into their own about the same time â the 1920âs and 1930âs â through the work of many of the same people, such as the Allport brothers, Floyd and Gordon (F. Allport, 1924; G. Allport, 1931, 1937; F. Allport & G. Allport, 1921). What is surprising, in retrospect, is how the two fields diverged over the subsequent decades. Social psychology came to specialize in the study of what people have in common; in particular how aspects of situations can change what people, on average, will do. Personality psychology came to specialize in the study of how people differ from each other psychologically, and on ways to characterize and measure these differences. This division of labor makes a certain amount of sense, but problems arose as the fields gradually became so specialized that many practitioners of each field became unaware of the basic principles, findings and methods of the other, and grew worse when social psychologists began to suspect that personality psychologyâs emphasis on individual differences was misguided. In his memoirs, the eminent social psychologist Roger Brown described one memorably awkward encounter between the two traditions:
In our globalised world, the contribution of social sciences is crucial, particularly with regard to the challenges of our time. Migrations, transnational undertakings, international issues health and environment related are major concerns that require shared perspectives. We can no longer afford former and standardized responses. Our generation smartly need a deeper understanding of diverse realities. The construction and the dissemination of cross-cultural knowledgeâs are essential in order to break through received ideas and misconceptions. Majority and minority world traditions in the psychological sciences. Science is a tool into the hands of the ruling classes who ask questions, determine objects of study and choose attractive notions [1].
In that respect, the mainstream psychology inherited a double cultural halo effect, at the expense of âminoritiesâ (or the dominated groups, who actually represent the majority) [2]. First, from an intercultural point of view, the global preponderance of western culture tend to present western school of thinking as ânaturalâ and universal [3-5]. This ethnocentric vision is consistent with colonialist history of the 19-20th century. Thus, most of scientific theories ânot only in psychology, but in social and human sciences at largeâ assume an individualistic point of view where individual factors explain behaviour [6]. Yet, in most cultures, the sense of self is mostly nested in the relationship with the social and the metaphysical environment [7-10].
Secondly, from an intracultural point of view, studies are mainly conducted with sampled from WEIRD (white, educated, industrialized, rich, developed) countries, typically with young, educated and white individuals, from which results are generalized to the global population [11]. Historically, this western approach occurred when psychology claimed the status of exact science, developing a positivist vision relying on validated concepts and instruments. Wilhelm Wundt (1832-1920), the founder of the first pioneering psychological laboratory in Leipzig in 1879, laid the first stone of a âgenuinely empiricalâ psychology, physiology-related but purposely completely disconnected from the social reality [12,13]. Marking a shift from general to applied psychology, but still relying on the same empirical standpoint, William Stern (1871-1938) introduced the notion of intelligence quotient and coined the term âpsycho-technicalâ to refer to âa technical science, related to causal psychology as engineering is related to physicsâ (Miinsterberg 1914, cited in [14]). His work did not explore the social structuration but, rather posed the ânational natureâ as immutable and definitely established [1]. For instance, the intelligence tests do not consider the environmental impact of formation and learning. The plasticity of human nature, the structuration through environment, the lability of psychological trait was denied [1].
The Impact of Psychological Capital on Teaching Effectiveness in the Bafut Su...ijtsrd
Â
The study adopted the survey design and used 78 teachers selected using the demographic cluster and incidental sampling techniques from a cross section of 324 secondary school teachers in Bafut Sub Division in the North West Region of Cameroon to examine the impact of psychological capital on teaching effectiveness. The over emphasis on academic qualification and negligence of developing teachers psychological capital compromise their effectiveness and therefore problematic. Data for this study was collected using a modified version of the recently constructed psychological capital questionnaire Luthans,F., Youssef, C. M., and Avolio, B.J, 2007 made up of 48 items for both teachers and administrators , 43 questionnaire items for conscientiousness, emotional stability, extraversion, person job fit and person organization fit and 31 items for teaching effectiveness constructed by the researcher. The overall instrument was made up of 122 items. The STATA statistical package was used to run Regressions and establish Correlations used to establish relationships and in verifying the Research hypotheses. Psychological capital was found to be a significant predictor of teaching effectiveness after controlling for Emotional stability, extraversion, conscientiousness, person job fit and person organization fit. Also Self Efficacy, Hope and Optimism were shown to have significant impact on teachersâ Enthusiasm, Expectations and Task Orientation respectively. The study also found that the relationship between resilience and commitment was not statistically significant as the null hypothesis was retained. The study concludes with a call for the inclusion of psychological capital training programs to develop teachersâ psychological capital as an alternative to mitigate the ongoing challenges of ineffectiveness in the secondary school. environment.. Ndonwi Emmanuel "The Impact of Psychological Capital on Teaching Effectiveness in the Bafut Sub-Division" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-6 , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd35807.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/35807/the-impact-of-psychological-capital-on-teaching-effectiveness-in-the-bafut-subdivision/ndonwi-emmanuel
For Dr. Biocca's class, I wanted to post this literature review I did for Professor Chock last semester. It could be relevant to the child-rearing gaming study.
On the role of personal epistemology in the study of Science, Technology and ...AJHSSR Journal
Â
ABSTRACT : The study of the social influence on the scientific praxis is an important branch of social
sciences. This branch, however, has focused mostly on large scale phenomena or otherwise individual ethics. In
this work we propose a way to approach this topic from individual psychological constructs using the
cognitiveframe of personal epistemology. In particular, we show that the insertion of psychological variables to
account for the self-control over personal epistemology is a useful tool facing the modern tendencies of the
scientific work. The pertinence of this approach for a complete analysis of the science agents is discussed in
several perspectives. We recall that, even when socio-scientific dynamics is not reducible to its constituents, it is
precisely within the individuals that many important clues can be found to understend complex collective
behaviors.
KEYWORDS : Personal epistemology, interdisciplinary research, cognitive processes, social sciences
Running head ASIAN MUSLIM CULTURE 1THE ASIAN MUSLIM CULTURE.docxSUBHI7
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Running head: ASIAN MUSLIM CULTURE 1
THE ASIAN MUSLIM CULTURE 5
Research Paper Outline: The Asian Muslim Culture
Name
University
1. Introduction
Culture is observable from a multifaceted approach in the form beliefs, art, morals, law, and customs. In the Asian continent, the Muslim culture has not been given as much focus as Muslims in the Middle East. The focus of this paper is to provide an outline for a research paper on Asian Muslims, a brief annotated bibliography that presents information on culture and practices, a reflection of what has been learned, and what I expect to learn by the end of the research paper.
2. Body Outline
a) The body of the research paper will detail a literature review that examines what other authors have published on the subject.
b) It will also have methodological procedures that entail data collection using existing documents and records.
c) The research paper will provide findings, conclusions, and discussion sections.
d) It will contain the implications of the culture's practices on parties that directly involve with the culture.
3. Annotated Bibliography
Jegatheesan, B., Miller, P. J., & Fowler, S. A. (2010). Autism from a religious perspective: A study of parental beliefs in South Asian Muslim immigrant families. Focus on Autism and Other Developmental Disabilities.
The authors of this study provide a focus on Asian Muslims who have children who have Autism. They then interview South Asian Muslims with the aim of ascertaining their beliefs on autism. The methods used for the study were the collection of interviews and conversations that were recorded during an excursion that took a period of 17 months. The results indicated that Asian Muslim families understood that taking care of children with autism had to take place in Muslim terms. The families also contested the understanding provided by experts on the ailment. They believed that the approach presented by experts destabilized rather than supported their children's development. The findings provide insinuations of Muslims perceptions on the contemporary and conventional use of empirical results in the treatment of ailments.
Purkayastha, B. (2010). Interrogating intersectionality: Contemporary globalization and racialized gendering in the lives of highly educated South Asian Americans and their children. Journal of Intercultural Studies, 31(1), 29-47.
The author of the study explores the fit of intersectionality framework when seeking to understand transnational lives. The data used in the survey was obtained from the authorâs exploration on South Asian migrant families as well as their youngsters to the United States. The study primarily focuses on highly educated migrants who have intent on maintaining useful family ties. The researcher uses the information to ascertain if the intersectionality methodology can provide an explanation of life that span between actual and hypothetical social worlds. The research concludes b ...
Social Learning Theory An Overview and Application in Understanding Human Beh...ijtsrd
Â
This research paper provides an in depth examination of the Social Learning Theory SLT , a prominent psychological perspective that explains how individuals learn behaviours and attitudes through observation, imitation, and reinforcement. Developed by Albert Bandura, the SLT highlights the crucial role of social interactions, modelling, and cognitive processes in shaping human behaviour. This paper explores the theoretical foundations of the SLT, its core principles, and its relevance in various domains, including education, criminal justice, and marketing. By analysing empirical studies and real world applications, this research paper showcases the significance of the SLT in understanding human behaviour and fostering positive behavioural changes. Md Abdul Aziz Mandal "Social Learning Theory: An Overview and Application in Understanding Human Behaviour" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-5 , October 2023, URL: https://www.ijtsrd.com/papers/ijtsrd59886.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/59886/social-learning-theory-an-overview-and-application-in-understanding-human-behaviour/md-abdul-aziz-mandal
3 The Spiritual Core of African-CenteredPsycho.docxrobert345678
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3
ïżœ ïżœ ïżœ
The Spiritual Core
of African-Centered
Psychology
Over the past one hundred years, the discipline of psychology has exploded
onto the academic and scientific scene, advancing theories of human behavior,
theories of normal and abnormal development, and theories of the personal
and situational variables that contribute to oneâs personality makeup. In fact,
there are entire schools of thought that have been developed as a way to syn-
thesize the vast array of ideas proposed by various theorists who are convinced
that their theory is the most compelling in the understanding of the human
psyche. There are Euro-American schools of thought that are labeled psychody-
namic, neo-analytic, behaviorism, humanistic, cognitive-behavioral, and exis-
tential (Myers, 2010).
MISSING ELEMENTS
In illustrating this point, many psychoanalytic theories are anchored in the
works of Sigmund Freud, who viewed human nature as a dynamic interplay be-
tween the unconscious, preconscious, and conscious mind. Each domain is be-
lieved to be responsible for navigating perspectives that influence how each
individual responds to internal instinctual drives (unconscious), repressed or
stored memories (preconscious), or to the demand of the external environment
(the conscious). Freudâs approach advanced the notion that the personality
comprised three interrelated parts labeled the ID (basic instincts that operate ac-
cording to what is pleasurable and satisfaction seeking), EGO (conscious
choices that are anchored in perceptions of reality), and the SUPER EGO (a
mental conscience influenced by parental values and principles of morality).
Psychoanalytic theory also proposed five stages (oral, anal, phallic, latency, and
genital) of development in a personâs life, each focusing on a region of the
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EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 5/31/2022 2:00 PM via PRINCE GEORGES COMMUNITY COLLEGE
AN: 1081379 ; Thomas A Parham, Adisa Ajamu, Joseph L. White.; Psychology of Blacks : Centering Our Perspectives in the African Consciousness
Account: s8994265.main.ehost
36 Chapter 3 âą The Spiritual Core of African-Centered Psychology
body that aligned with the instinctual and pleasure seeking tendencies that
were believed to be the most salient at that point in time. The goals of a psy-
chodynamic clinician include: helping clients/patients recognize how unre-
solved issues in childhood continue to exert an influence in their lives and
helping clients gain insights into the roots of dysfunctional or maladaptive cop-
ing or lifestyle choices.
A contemporary of Freud .
For Dr. Biocca's class, I wanted to post this literature review I did for Professor Chock last semester. It could be relevant to the child-rearing gaming study.
On the role of personal epistemology in the study of Science, Technology and ...AJHSSR Journal
Â
ABSTRACT : The study of the social influence on the scientific praxis is an important branch of social
sciences. This branch, however, has focused mostly on large scale phenomena or otherwise individual ethics. In
this work we propose a way to approach this topic from individual psychological constructs using the
cognitiveframe of personal epistemology. In particular, we show that the insertion of psychological variables to
account for the self-control over personal epistemology is a useful tool facing the modern tendencies of the
scientific work. The pertinence of this approach for a complete analysis of the science agents is discussed in
several perspectives. We recall that, even when socio-scientific dynamics is not reducible to its constituents, it is
precisely within the individuals that many important clues can be found to understend complex collective
behaviors.
KEYWORDS : Personal epistemology, interdisciplinary research, cognitive processes, social sciences
Running head ASIAN MUSLIM CULTURE 1THE ASIAN MUSLIM CULTURE.docxSUBHI7
Â
Running head: ASIAN MUSLIM CULTURE 1
THE ASIAN MUSLIM CULTURE 5
Research Paper Outline: The Asian Muslim Culture
Name
University
1. Introduction
Culture is observable from a multifaceted approach in the form beliefs, art, morals, law, and customs. In the Asian continent, the Muslim culture has not been given as much focus as Muslims in the Middle East. The focus of this paper is to provide an outline for a research paper on Asian Muslims, a brief annotated bibliography that presents information on culture and practices, a reflection of what has been learned, and what I expect to learn by the end of the research paper.
2. Body Outline
a) The body of the research paper will detail a literature review that examines what other authors have published on the subject.
b) It will also have methodological procedures that entail data collection using existing documents and records.
c) The research paper will provide findings, conclusions, and discussion sections.
d) It will contain the implications of the culture's practices on parties that directly involve with the culture.
3. Annotated Bibliography
Jegatheesan, B., Miller, P. J., & Fowler, S. A. (2010). Autism from a religious perspective: A study of parental beliefs in South Asian Muslim immigrant families. Focus on Autism and Other Developmental Disabilities.
The authors of this study provide a focus on Asian Muslims who have children who have Autism. They then interview South Asian Muslims with the aim of ascertaining their beliefs on autism. The methods used for the study were the collection of interviews and conversations that were recorded during an excursion that took a period of 17 months. The results indicated that Asian Muslim families understood that taking care of children with autism had to take place in Muslim terms. The families also contested the understanding provided by experts on the ailment. They believed that the approach presented by experts destabilized rather than supported their children's development. The findings provide insinuations of Muslims perceptions on the contemporary and conventional use of empirical results in the treatment of ailments.
Purkayastha, B. (2010). Interrogating intersectionality: Contemporary globalization and racialized gendering in the lives of highly educated South Asian Americans and their children. Journal of Intercultural Studies, 31(1), 29-47.
The author of the study explores the fit of intersectionality framework when seeking to understand transnational lives. The data used in the survey was obtained from the authorâs exploration on South Asian migrant families as well as their youngsters to the United States. The study primarily focuses on highly educated migrants who have intent on maintaining useful family ties. The researcher uses the information to ascertain if the intersectionality methodology can provide an explanation of life that span between actual and hypothetical social worlds. The research concludes b ...
Social Learning Theory An Overview and Application in Understanding Human Beh...ijtsrd
Â
This research paper provides an in depth examination of the Social Learning Theory SLT , a prominent psychological perspective that explains how individuals learn behaviours and attitudes through observation, imitation, and reinforcement. Developed by Albert Bandura, the SLT highlights the crucial role of social interactions, modelling, and cognitive processes in shaping human behaviour. This paper explores the theoretical foundations of the SLT, its core principles, and its relevance in various domains, including education, criminal justice, and marketing. By analysing empirical studies and real world applications, this research paper showcases the significance of the SLT in understanding human behaviour and fostering positive behavioural changes. Md Abdul Aziz Mandal "Social Learning Theory: An Overview and Application in Understanding Human Behaviour" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-5 , October 2023, URL: https://www.ijtsrd.com/papers/ijtsrd59886.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/59886/social-learning-theory-an-overview-and-application-in-understanding-human-behaviour/md-abdul-aziz-mandal
3 The Spiritual Core of African-CenteredPsycho.docxrobert345678
Â
3
ïżœ ïżœ ïżœ
The Spiritual Core
of African-Centered
Psychology
Over the past one hundred years, the discipline of psychology has exploded
onto the academic and scientific scene, advancing theories of human behavior,
theories of normal and abnormal development, and theories of the personal
and situational variables that contribute to oneâs personality makeup. In fact,
there are entire schools of thought that have been developed as a way to syn-
thesize the vast array of ideas proposed by various theorists who are convinced
that their theory is the most compelling in the understanding of the human
psyche. There are Euro-American schools of thought that are labeled psychody-
namic, neo-analytic, behaviorism, humanistic, cognitive-behavioral, and exis-
tential (Myers, 2010).
MISSING ELEMENTS
In illustrating this point, many psychoanalytic theories are anchored in the
works of Sigmund Freud, who viewed human nature as a dynamic interplay be-
tween the unconscious, preconscious, and conscious mind. Each domain is be-
lieved to be responsible for navigating perspectives that influence how each
individual responds to internal instinctual drives (unconscious), repressed or
stored memories (preconscious), or to the demand of the external environment
(the conscious). Freudâs approach advanced the notion that the personality
comprised three interrelated parts labeled the ID (basic instincts that operate ac-
cording to what is pleasurable and satisfaction seeking), EGO (conscious
choices that are anchored in perceptions of reality), and the SUPER EGO (a
mental conscience influenced by parental values and principles of morality).
Psychoanalytic theory also proposed five stages (oral, anal, phallic, latency, and
genital) of development in a personâs life, each focusing on a region of the
35
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EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 5/31/2022 2:00 PM via PRINCE GEORGES COMMUNITY COLLEGE
AN: 1081379 ; Thomas A Parham, Adisa Ajamu, Joseph L. White.; Psychology of Blacks : Centering Our Perspectives in the African Consciousness
Account: s8994265.main.ehost
36 Chapter 3 âą The Spiritual Core of African-Centered Psychology
body that aligned with the instinctual and pleasure seeking tendencies that
were believed to be the most salient at that point in time. The goals of a psy-
chodynamic clinician include: helping clients/patients recognize how unre-
solved issues in childhood continue to exert an influence in their lives and
helping clients gain insights into the roots of dysfunctional or maladaptive cop-
ing or lifestyle choices.
A contemporary of Freud .
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Â
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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A Brief History Of Social Psychology And Its Contribution To Health In Malawi
1. Malawi Medical Journal; 22(2) 34-37: June 2010
A brief history of Social Psychology and its
contribution to health in Malawi
Social psychology has been deined as âa branch of
psychology that is concerned with those aspects of mental
life which relate to social interaction and social phenomena
in generalâ 1
. Hewstone deines it thus: âthe scientiic study
of how personal, situational and societal factors inluence
the cognition, motivation and behaviour of individuals and
(members of) social groupsâ2
. Jahoda lamented that many
textbook deinitions of social psychology were âpretentious
and utterly futileâ because they were so âgrossly over-
inclusive that they could encompass a whole range of
social and biological disciplinesâ3
. What emerges clearly is
that social psychology is seen as having the central task of
explaining how the ways in which we think and behave is
affected by interaction between people1
. It is in this context
that we deine social psychology for the purposes of this
article.
Search for relevance
The history of social psychology has been dogged by crises
based on different approaches to understanding human
behaviour. A part of this âcrisisâ has been the âcryâ for the
ield to be more relevant. This need is more pronounced in
developing countries. Social psychology is accused of being
dominated by issues that are trivial and full of banalities4,5
.
This has been attributed to the ieldâs reliance on few
traditional criteria of research such as internal consistency
at the expense of other areas such as novelty and pragmatic
value5
. Indeed, many writers have pointed out that the very
usefulness and survival of the subject rests on its relevancy
and practical application to the target population of study.
It has been argued that given the limited resources, social
psychology can hardly afford engaging in studies and
explanations that do not address concerns and issues in a
very real and practically translatable relevant manner. This
becomes more pressing in third world countries where issues
such as poverty, reduced life expectancy and disease are very
much in evidence 6
. Much of the history of social psychology
has been considered intellectual self interest at the expense of
addressing real needs. Hence with poverty so rampant, issues
so pressing, we can hardly afford the luxury of engaging in
intellectual debate without addressing real issues. In many
ways the standards by which social psychology as a subject
shall be evaluated is increasingly moving towards assessing
its practical usefulness. What has added to the frustration
of the lack of social psychologyâs contribution to real world
issues, is the belief that as a ield, social psychology does
have something to offer. Its very nature, being the study
of individuals and social processes can add immensely to
knowledge about real world issues and problems7
. Given the
growing philosophical emphasis on âhuman developmentâ,
psychology has a unique opportunity to have an impact8
.
Social psychology in Africa
Akin-Ogundeji argued that the history of psychology in
Africa is synonymous with the history of colonialism.
The colonial era did not do much for the development of
psychology with the result that psychology in Africa is not
moving in keeping with the changes Africa is going through.
He maintains that
â[P]sychologists outside academia have little impact, especially in areas
of national development like social mobilisation, family planning,
youth development, manpower planning, primary health care, rural
development, and environmental hygiene and design, where they should
be playing major rolesâ p.39
He argued that psychologists still had to justify the existence
of the discipline and was conined to academia. There was
the need âto change and refocus psychology in a pulsating
society of sporadic social and economic changesâ9
p.3. The
empiricist approach to psychology was still largely practiced
in Africa. Hence the âessence of psychology which is relating
meaningfully to human values, social realities and whole-life
issuesâ9
(p.4.)hasbeenbypassedbytheexperimentalapproach
contributing to making psychology in Africa sterile. The
result has been that the output of research remains impotent
in the face of complex social and economic problems. He
spiced his argument with adjectives describing the role of
research as being âdry, artiicial, irrelevant or meaninglessâ9
.
Some of the research approaches were said to be packaged or
imported without direct relevance. There is need to draw on
approaches attuned to Africaâs social realities and avoid âivory
towerismâ. The emphasis must lie with the applicability of
the research. Psychology must offer explanations of social
change.
âChanges are taking place in Africa which demand new
thinking, new methods, and new areas of specialisationâ. He
cites social psychology as one area where competencies have
been developed but these have made âlittle or no impact in
our societiesâ (p.4)
In response to this Raubenheimer suggested that academic
and professional psychology lourish in South Africa. He
showed how psychology lourishes in universities, research,
journals, numerous professional associations, that the ield
enjoys statutory recognition and graduates enjoy large
occupational prospects10
. Foster et al. however pointed
out that the existence of apartheid symbolised the most
signiicant difference between South Africa and the rest of
Africa. The ield of mental health has been racially segregated
and facilities for blacks (e.g. mental handicap) were almost
non existent. Psychologists, they argued had also played an
inluential role in developing apartheid11
.
Carr & MacLachlan argued that psychology is relevant to
developing countries and presented Malawi as a case in point.
They pointed to positive changes in teaching (by realigning
academic introductory courses towards African experiences),
marketing, consultancy and research where psychology
was relevant and lourishing within Malawi. Research was
targeted towards applied relevance12
. In response, Ager
pointed out that the development of the relevance of the
ield of psychology should not just be product oriented but
needed to take cognisance of the process involved in the
development of the ield. The search for relevance includes
the process of transformation and not just the outcome13
.
Chiwoza Bandawe1,2
1.Department of Mental Health, College of Medicine
2.Department of Physchology,University of Cape Town
2. MMJ 22(2) 2010 www.mmj.medcol.mw
35 A brief history of Social Psychology
In line with this Carr & MacLachlan point out that several
commentators seem to have indicated three stages in the
progress of psychology in developing countries14
. These
stages were said to be âreminiscent of Henri Tajfellâs inter-
group account of how social minorities ind a âpositively
distinctive social identityâ. The stages are:
Stage One: Attempts to assimilate into the main stream. For
example replicating western studies in developing countries.
This approach is particularly unhelpful since American
psychology is said to be based on norms of local middle
class U.S culture8
.
Stage Two: Emphasis on the positive aspects of cultural
attributes although western psychology is the criterion by
which this is judged. Hence, psychology is seen through
the spectacles of western psychology. Implicit in all this is a
âtinge of negative self imageâ14
, p.13
Stage Three: Assessment of social reality independent of
âapologeticsâ or comparison with the west. The focus is on
effective and relevant psychology that explains and operates
within the idiosyncracies of the local environment. Hence
this relects the call for indigenous psychology8
.
Application of Social Cognitive Theories
Social cognitive models serve the function of helping us
see the dynamics at play in cognitions that inluence the
interaction with the social world. The theory of Reasoned
Action is one such cognitive based theory and deals with the
relations among beliefs, attitudes, intentions and behaviours.
The theory posits that volitional behaviour, for example,
urinating in the lake is predicted by oneâs intention to
perform the behaviour (âI intend to urinate in the lakeâ)15
.
These intentions are determined by normative and subjective
factors.
Consequently, the theory of reasoned action is useful in
givingdirectionabouthealtheducationmessagesandwhether
these should be targeted towards normative or personal
beliefs. This is a strength of the theory that is invaluable at
the practical level. Fishbein argues that many programmes
and interventions have been unsuccessful because they
misdirect their messages. They may focus on broad issues
rather than speciically on attitudes and/or subjective norms
that correspond directly with the behaviour one wishes to
change. They may also target attitudinal components instead
of the relevant normative components and vice versa16.
The
irst published study reporting the application of the theory
of reasoned action in Malawi was Bandawe & Fosterâs 1996
study17
. In that HIV-related study we assessed intention of
191 students in three secondary schools to engage in sex
with the same partner and intention to utilise a condom
during each sexual encounter. The indings signiicantly
demonstrated the utility of the theory of reasoned action to
the Malawian sample being able to account for 50% of the
variance. For both behaviours intentions were predominantly
under attitudinal control. In the second such study of this
social cognitive model, Chipwete applied the theory of
reasoned action to primary school children in Mangochi,
Malawi. This was the irst time the theory had been applied
to this age group. He compared rural and urban children
with regard to intention to abstain from sexual intercourse
until marriage, stick to the one same sexual partner and use
or have their partners use a condom18
. His multiple linear
regression equations to predict intention were all signiicant
with over 25% of the variance accounted for in all the
behaviours investigated. Chipwete also found that intentions
of the primary school children were predominantly under
attitudinal control except for intention to stick to one partner,
which was predominantly under normative inluence. Both
these studies17,18
demonstrated that the theory of reasoned
action can be applied to a Malawian sample and that there
are no inherent cultural dificulties with applying this theory
to Malawi.
The social cognitive models discussed above are the one
level of social psychology and health education. We turn
now to examine the other level. Arguing that the application
of psychology to problems in Africa is not a luxury, but
essential to national development, MacLachlan & Carr
make an attempt to provide a âblueprint, a framework, a
conceptual thrustâ (p.22). Psychology in Malawi has been
described as dynamic and not conined to âmainstreamâ
western post modernism19,20
. Carr and colleagues21
argue that
psychology is relevant in developing countries and present
a developmental view of social psychology that is neither
âhistoricistâ nor âuniversalistâ as the dominant theories are
classiied. They outline ive âdiscernible modes of social
psychology in the Malawian contextâ 20
,p.178 .
The irst one is rejuvenation, which refers to the
ârejuvenationâ of social psychology theories that fell out of
vogue. This rejuvenation is due to socio-political changes in
the 1990s in Malawi.
The second mode is refutation, which is the refuting
of social psychology constructs for example Festingerâs
cognitive dissonance theory. Under this comes the notion of
cognitive tolerance19
, which asserts that several local studies
have demonstrated that most Malawians are comfortable
holding two belief systems about a disease without any sense
of conlict or contradiction. In other words, Malawians
understand the causes of diseases both by western scientiic
explanations as well as by traditional explanations which
draw more on mysticism and the role of spirits and ancestors
in the cause of disease19,21,22
. They can do so without seeking
cognitive âdissonanceâ.
The third mode is realisation, which refers to a realisation
of inconsistencies in the guiding philosophy of equity in
donor agencies development project delivery. This manifests
in the âpay meâ situation where recipients of donor aid
demand payment for any contribution they make to the
programme even if it is said to be in the interests of the
local community.
Fourthly, there is the mode of reconstitution. Under this
comes the double demotivation theory where, due to the
large salary differences between expatriates and locals, both
parties in this disparity experienced internal conlicts with
equity principles, with the result that the sustainability of
the development project is compromised. Another factor is
that aid projects which threaten cultural identity may be less
sustainable especially since cultural identity always reasserts
itself.
Fifthly, there is restatement where the social psychology
assumption of the self promoting upward drive, needs to
be restated to allow for the costs of individual advancement.
The authors have termed this the âpull-downâ syndrome,