A South African perspective on community psychology practice competencies.
Awareness
/ ethics
Clinical Competence
/ standards
Curriculum
/ trends
Education, Graduate
/ standards
Focus Groups
/ methods
Health Services Research
/ methods
Humans
Interviews as Topic
/ methods
Learning
/ physiology
Practice, Psychological
Professional Competence
/ standards
Psychology
/ education
Self-Management
/ psychology
Social Justice
South Africa
/ epidemiology
Students
/ statistics & numerical data
community psychology competencies
community-based principles
competency frameworks
service learning
Journal
Journal of community psychology
ISSN: 1520-6629
Titre abrégé: J Community Psychol
Pays: United States
ID NLM: 0367033
Informations de publication
Date de publication:
08 2020
08 2020
Historique:
received:
19
02
2020
revised:
02
06
2020
accepted:
16
06
2020
pubmed:
16
7
2020
medline:
16
9
2021
entrez:
16
7
2020
Statut:
ppublish
Résumé
The appropriateness of the paradigm underlying competency frameworks and their specific application in the list of definitions developed by a Task Group of Society for Community Research and Action (SCRA) for US community psychologists need further consideration. This paper considers the technicist and behavioural roots of some of these concepts, illustrating tensions when applying them to community psychology. It then proposes a competency perspective from the global South. Drawing from focus group discussions with, and written reflections from, postgraduate Master's students in training as clinical and counselling psychologists, this paper builds inductively from the recorded data. Following a template analysis of the material, four integrating themes were evident. The distinctive nature of community psychology is highlighted through the themes: relational foundations, activity evolution, self-management and the awareness and influences of processes. Proposals for an alternative framework ("RASP") are based on its emergence from the applications of learning to practice, emphasising community-based principles. The importance of reflection as the basis for the learning is highlighted. The imperatives to foreground social justice and to enable reflexive thinking on action are discussed, along with concepts based on Humanist and Social Constructivist paradigms, to lead to more interactive and inclusive processes in work on competencies.
Types de publication
Journal Article
Research Support, Non-U.S. Gov't
Langues
eng
Sous-ensembles de citation
IM
Pagination
2108-2123Informations de copyright
© 2020 Wiley Periodicals LLC.
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