Psychological Society of South Africa (PsySSA) Reflections on Mandela Day 2021

Psychological Society of South Africa (PsySSA) Reflections on Mandela Day 2021

It is natural for people to look to revered figures and scriptures for solace in times of crisis. While will never know the exact words that our beleaguered democracy’s founding President Nelson Rolihlahla Mandela would have used in responding to the crisis that engulfed our country from the start of this Mandela month, we can be sure that he would have displayed the decisive leadership that he was renowned and respected for.

He would not have mouthed trite phrases such as “stop the looting” when fully aware that many who followed in leadership after him were known to have looted the public purse entrusted them with impunity – even stealing food parcels and life-saving PPE money during the pandemic. He would have expressed more than mere condemnation, acknowledging the steadily yawning gaps between those in public office and public service and the vast majority of people that they purport to represent and govern, who have effectively been moved further into the fringes of society and our minds.

He would not have dithered in responding when the knowledge of the fire was known, calling on all in our country to join him in stopping those who would seek to divide them further and destroy that which will take many years to rebuild. This, during the devastating hardships of the raging pandemic, when so many more children will see death, from which they are usually protected.

He would not have downplayed the threats we face as a country, yet would have calmed fears stoked by the social media infodemic and those who would seek to benefit from further division and mayhem. He would have appropriately contextualised the wanton orgy that we and the world have been shocked by, relating these self-destructive acts to the lives and social experiences of the country’s marginalised, who may resort to desperate measures in the face of opportunity. He would have with dignity and authority given clear instructions to the police and military on acting to protect life and limb, to prevent anarchy and destruction, and would not have tolerated those not up to their sworn oaths of office to serve South Africa and its Constitution, without fear, favour or prejudice.

No doubt, Mandela would have raised the rights of those immediately adversely affected by the civil unrest. However, he would just as quickly have argued for the rights of the poor to a better life that was promised to them in our transition to democracy, but which clearly has been totally outside their reach. He would have acknowledged the failure of government in allowing such a cumulative process of neglect, of absence of accountability by self-serving persons in public office and service. He would have accepted responsibility for such gross failure, for ignoring the warning signs, the statistics, the evidence building up as a storm all around those in upper working class, middle class and wealthy enclaves. What we as PsySSA have been alerting the Presidency to over time!

As experts of behaviour – the only statutory profession which requires a Masters qualification –  we understand the frustrations and denied aspirations and hopes endured by the millions affected by grinding poverty and destitution, existing unseen, while the few enjoy the comforts of this hard-won democracy. Such desperate life experiences can only be contained and suppressed for a limited time and, for some, are likely to find expression in ways that may go against the grain. One does not need training in psychology to know that citizens experiencing years of government corruption and blatant looting may easily feel entitled to help themselves.      

Noting Mandela’s love of children and concern for their well-being and development, he would certainly have rebuked the abuse of children in this way and expressed his dismay that children are brought to such a depth of being involved in the amorality around them. As the national representative body of both academic and applied psychology professionals, we are gravely concerned about the impact these activities – played out on all forms of media – have on the development of children, fomenting the culture of entitlement and dependency, destroying the quest for fuller exploration of what the world really offers, shutting off their critical skills, blunting their essential agency to be able to craft a world that meets their full potential and needs. With the already high rates of criminal and delinquent behaviour in our society, which often go unchecked, we cannot sufficiently stress that such learning experiences are extremely harmful to the children themselves and all of us, destroying the innocence of childhood and portending a grim future.

Poverty, inequality, inequity, lack of justice and rootedness in socioeconomic and political systems in our society, which are the chief drivers of the current unrest, have exposed the deeper racial, class and other divides in our society. The short-sighted reactive steps in certain suburban neighbourhood watch groups appear to be fuelling racial and other tensions. It is critical for us all to realise that we have the same biology. Accidents of birth, our historic legacy of fear of each other and fractured perceptions create divides that exacerbate crisis. All people are inherently good. Our poor education and warped socialisation create the barriers, made worse by economic exclusion and political alienation. 

At alarming times like these, we yearn for the wisdom of our global icon, whose legacy of bringing us together in reconciliation and hope seem a distant shattered memory.  At this time of our greatest single crisis in living memory, we can do worse than reflect on how we allowed ourselves to degenerate to this low pass, how we overlooked calling leaders to account, how we allowed a small coterie of self-serving individuals to rob us of realising Mandela’s vision, which most of us cherished. We also recall his warning “While poverty persists, there is no true freedom”.

As a country, we need to swiftly put this blot on our democracy behind us. We can work together to make this a better country that the world can again rely on as a lodestone of cherishing our diversity, overcoming adversity and building a better future, without exclusion from democratic processes and opportunities, if we are to avoid a similar crisis in the future. How we treat the worst off amongst us, underpins our own claim to being human.

Author:

Professor Saths Cooper 

PsySSA Past President

Help us build a better future by emailing wellbeingforall@psyssa.com!

PsySSA Commemorates Men’s Health Awareness Month 2021!

PsySSA Commemorates Men’s Health Awareness Month 2021!

PsySSA Commemorates Men’s Health Awareness Month.

In this video, PsySSA DRM asked male participants of the public to share their views on what mental health means, how they look after their mental health and cope with stress. Join us as we commemorate Men’s Health Month and spread awareness.

#MensHealthMonth #MentalHealthisHealth #MentalHealthAwareness

NATIONAL CHILD PROTECTION WEEK 2021 – 10 TIPS TO KEEP OUR CHILDREN SAFE  AS THEY TRAVEL TO AND FROM SCHOOL

NATIONAL CHILD PROTECTION WEEK 2021 – 10 TIPS TO KEEP OUR CHILDREN SAFE AS THEY TRAVEL TO AND FROM SCHOOL

Travelling to and from school can be very dangerous without proper parental care and supervision.

 SaferSchools suggest the following steps to keep our children safe:

(https://www.saferschools.co.za/travelling-to-and-from-school/)

  1. Map out with your children a safe way for them to walk to school or to the bus/ taxi/ transport service stop. Try to avoid busy roads and intersections as well as areas that are too isolated. Do a trial run with them to point out places they should avoid along the way, such as vacant lots, construction areas, and parks where there aren’t many people.
  2. Encourage children to walk to school or the bus stop with a sibling, friend or familiar adults, and to wait at bus stops with other children. Familiarize yourself and be social with the neighbours who live on your street, as they can also be an extra set of eyes for you. Ask them to walk with your child when possible.
  3. Remind children not to talk on their phones or play games whilst walking or traveling. Their phones should not be visible at all and they should pay attention to their surroundings.
  4. Organize supervised walking groups in your neighbourhood where adults take turns to walk groups of children to school or to their transport stops.
  5. Teach children to follow traffic signals and rules when walking or biking. Stress that they should cross the street at crosswalks or intersections with crossing guards when they can.
  6. Teach children to not make unnecessary conversation with strangers, go anywhere with them, or accept gifts from them without your permission. Tell them that if they see a suspicious stranger hanging around, or in their school, they should tell an adult.
  7. Help children memorize their phone number and full address. Write down other important phone numbers such as your work and cell phone on a card for your children to carry with them.
  8. If your child walks to school, ensure that they are well equipped for all weather conditions; a nice umbrella to use if it suddenly starts to rain – the weather often changes during the course of the day, and you might not be there to drive them home. During the rainy season, be sure to invest in a rain coat for them – it will make them look cool, as well as save them from getting wet.
  9. If you are making use of a transport service, ensure that the company is reputable. Provide them with all your contact details and ensure that you know the routes and schedules the follow.
  10. Teach your child basic self-protection techniques.
NATIONAL CHILD PROTECTION WEEK 2021 – COVID-19 AND EDUCATIONAL IMPLICATIONS FOR CHILDREN IN THE INFORMAL SECTOR

NATIONAL CHILD PROTECTION WEEK 2021 – COVID-19 AND EDUCATIONAL IMPLICATIONS FOR CHILDREN IN THE INFORMAL SECTOR

2020 is a year best forgotten for the infamous  COVID-19 Virus  pandemic unleashing its fatal fury on the entire World. No country was spared as this unseen formidable foe  swathe nation after nation with death and socio-economic destruction. So devastatingly contagious that the earthly planet was plunged  into an unprecedented Lockdown to prevent human contact and transmission. Such an extreme response left in its wake incalculable disaster in almost every sphere of Life.

Highly developed, developing and under-developed countries were not spared the crushing  effects of the unrelenting Virus. However,  it is argued that the greatest ruinous  effects are felt in the so-called vulnerable population. In general, the Informal Sector, but in particular school-going children.

Children from the Informal Sector traditionally experience abject poverty,  gross deficiency and a poor quality  of life under the most compromised conditions. The one saving Grace is that medical experts hold that at present children are not the most susceptible to the effects of the Virus. They are still not immune to the Virus but present with less severe symptoms. The myriad of deleterious and ravaging effects of the COVID-19 pandemic is beyond the scope of this attenuated brief.

Unemployed parents from the  Informal Sector who themselves lowly schooled and struggling to eke out an existence play little or no beneficial roles in promoting their children’s educational  progress during this extraordinary crisis. Domestic social ills further reduce the poorly performing academic levels of the latter.

In addition, sudden and unplanned school-closure precipitated by the COVID-19 pandemic was bound to profoundly impact children from the Informal Sector.  Large numbers of these children attend poorly resourced schools. It is not likely that such schools adequately prepared their impressionable charges for any transition to a  highly deprived  home environment.

It is moot to what extent so-called remote learning was a reality with these seriously disadvantaged  children. Further, a lack of electricity and the unavailability of technology like computers, wi-fi and internet connectivity make online learning impossible. Hard copy notes and worksheets were not readily supplied. The March to September 2020 Lockdown has exacerbated what is already a parlous    household situation. Without any or adequate educational stimulation these ill-equipped children are bound to have cumulative learning loss.  The unequal access of technology is likely to have widened the learning gap. The  return to school was necessary but almost perfunctory. The classroom contact time was reduced  and almost halved with the Curriculum inevitably syncopated.  The Testing programme did not encompass the breath of the Curriculum and it can be conjectured that there could have been relaxation with promotion and progression requirements. It is true that all children experienced the same scenario. The convenience of the adjusted school arrangements definitely does not enhance the academic well-being of children from impoverished and depressed  socio-economic environments. Will these environmentally impaired children ever:

  • …return to any semblance of normalcy?
  • …cope with navigating the transition from school to the demanding home circumstance?
  • …realise their full cognitive potential in an uncertain future?

There is no reference  to  the disruption in the lives of LSEN children who are so-called not neuro-typical. Their unyielding circumstances is a subject for its own discussion.

We are inextricably linked to the business of Education. It behooves all Psychologists, let alone Educational Psychologists to contribute to the re-building in such children’s engagement, highlight  the overwhelming  plight of such desperate children,  play advocacy roles and mitigate the tremendous risks  for one of the most neglected sectors of this vulnerable  population especially during Child Protection Week and always.

Dr N Chetty-Educational Psychologist.  SEPSA Vice-Chairperson. May 11,2021.

NATIONAL CHILD PROTECTION WEEK 2021 – Keeping Our Children Safe

NATIONAL CHILD PROTECTION WEEK 2021 – Keeping Our Children Safe

KEEPING OUR CHILDREN SAFE

Our greatest natural resource is the minds of our children.

 – Walt Disney

Children are our future. It is therefore our responsibility to care for and protect our children so that they can be become responsible adults who in turn, take care of their children and future.  We need to work together to build cultures of caring, respect, and safety for everyone in our families, schools, youth organizations, religious institutions, companies, and other groups.

Individuals as well as organizations need to know how to take charge of the safety of the young people in their care and how to stop abuse, bullying, harassment, and other dangerous behaviour by doing the following:

  1. Put safety first
    • Make all forms of emotional and physical violence and abuse explicitly and publicly against the rules.
    • Everyone needs to know what safe behaviour is and what is not, including hygiene, supervision of activities, driving, swimming, personal safety, and so on.
    • Everyone needs to know what the rules are about safe and appropriate behaviour and what the consequences are of not upholding the rules.
    • Adults should be in charge of keeping kids safe. We want children to take charge of their own safety as best they can, but the bottom line is that adults are responsible for ensuring that children are protected from harm until they are able to protect themselves. In any case, it is NEVER the child’s fault if an adult does something unsafe.
  1. Make it safe for everyone to speak up.
    • Children need to know that unsafe behaviour, especially by an adult in charge, should NEVER have to be a secret, even if you already promised to keep it a secret.
    • Speaking up takes both skill and courage. Even young children can learn how to stay, “Please stop.” Or, “That’s not safe!” And young people can learn that it is never too late to tell.
    • Children need to know where or whom to go to, to report unsafe behaviour. They have to know that it is OK to be persistent in getting the help they need. Children should learn how to find adults who will listen and how to keep asking until an adult helps to solve the problem.
  1. Uphold the rules in a fair, equitable fashion
    • Have clear agreements and rules about what is and is not safe or appropriate in your environment.
    • Have appropriate consequences for unsafe behaviour and communicate those consequences clearly.
    • No one is above the rules – no matter their position of power, prestige or privilege.

LET’S ALL WORK TOGETHER IN

KEEPING OUR CHILDREN SAFE

https://www.keepingchildrensafe.global