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PsySSA Commemorates Neurodiversity Celebration Week – 16-22 March 2026

PsySSA Commemorates Neurodiversity Celebration Week – 16-22 March 2026

by | Mar 16, 2026 | Division for Research and Methodology (DRM), Division of Neuropsychology and Forensic Psychology (DNFP), Mental Health Advocacy, Mental Health Calendar

Neurodiversity Celebration Week 

This week, PsySSA joins the global community in recognising Neurodiversity Celebration Week – a time to affirm the value, strengths, and diverse experiences of neurodivergent people.

Neurodiversity reminds us that differences in how people think, learn, and experience the world are natural variations of the human mind. Promoting understanding, inclusion, and dignity is essential to creating environments where everyone can thrive.

Throughout the week, we will be sharing insights and reflections from PsySSA’s AI, RCP, and DNFP divisions. These contributions will highlight research, professional perspectives, and lived experiences that deepen our collective understanding of neurodiversity.

Join us as we celebrate diverse minds, challenge stigma, and continue working toward a more inclusive and supportive society.

 

Click Here To Read South African Neurodiversity Guide

Neurodiversity Celebration Week

 

Neurodiversity Theme: Inclusion, Ethics, and Psychological Practice in South Africa

Neurodiversity Week 2026 (16–22 March) offers South African psychologists an opportunity not only to raise awareness, but to deepen our ethical commitment to inclusion, dignity, culturally-sensitive, and scientifically grounded practice. As professionals registered with the Health Professions Council of South Africa (HPCSA), our celebration of neurodiversity must extend beyond recognition—it must shape how we assess, diagnose, formulate, and advocate.

Neurodiversity reminds us that differences in attention, communication, learning, sensory processing, executive functioning, and motor coordination reflect natural variation in human brain development. At the same time, diagnostic frameworks such as the Diagnostic and Statistical Manual of Mental Disorders (DSM-5-TR), published by the American Psychiatric
Association (2022), and the World Health Organization International Classification of Diseases (ICD-11) (2019) continue to identify neurodevelopmental conditions that may involve significant functional impairment requiring support. Holding both realities, difference and disability is the ethical task before us.

Neurodiversity: Different Wiring, Equal Worth

The concept of neurodiversity, introduced by Judy Singer (1999) and further articulated by Nick Walker (2021), reframes neurological differences as part of natural expected human diversity. Within this paradigm, individuals with autism spectrum disorder, ADHD, specific learning disorders (including dyslexia and dyscalculia), intellectual disability, developmental coordination disorder, tic disorders, and communication disorders are understood as having brain structural and organizational patterns that are “wired differently.”

There is emerging evidence suggesting that even within diagnostic categories, there is significant variation, for example autism is not a single condition with one root cause, but is an umbrella term for a cluster of conditions with similar, although not identical, features. There is likely to be further subgroups identified in future research, leading to more targeted interventions. There are also suggestions that there is a relative under-diagnosis of neurodivergent patterns in communities that lack financial resources, typically those from Black communities.

However, different neurological wiring must not be grounds for exclusion.

  • Exclusion arises not from neurological difference itself, but from social environments that are structured around narrow cognitive norms. When schools demand uniform learning styles, when workplaces privilege rigid executive functioning patterns, or when therapeutic spaces assume neurotypical communication styles, systemic barriers emerge.
  • As psychologists, our responsibility is to identify not only different patterns of neurological processing and impairment, but also environmental mismatch.

HPCSA Ethics and Inclusion

The HPCSA’s General Ethical Guidelines for the Health Care Professions and Scope of Practice for Psychologists provide a clear framework for Neurodiversity Week reflection. Core principles include:

  • Respect for persons and human dignity
  • Non-discrimination
  • Beneficence and non-maleficence
  • Professional competence

These are not abstract ideals. They are practical and professional obligations.

When we use stigmatizing language, overpathologising difference, conflate socioeconomic and language disadvantage with cognitive impairment, or recommend unnecessarily restrictive placements, we risk contravening these principles as set by HPCSA.

Conversely, when we provide balanced diagnostic feedback, advocate for reasonable accommodation in a workplace, and contextualize functional challenges, we actively uphold ethical practice. Celebrating Neurodiversity Week therefore means aligning our Clinical work with our ethical commitments.

Neuropsychologists: Balanced Interpretation Matters

Neuropsychological assessment carries significant consequences for educational access, occupational opportunity, and self-concept.
Contemporary research indicates that conditions such as ADHD and autism involve differences in neural connectivity and developmental timing rather than simple deficits. Reports that emphasize only weaknesses risk reinforcing low expectations. Reports that ignore impairment may limit access to support.

During Neurodiversity Week, Neuropsychologists are reminded that balanced profiling should document strengths alongside challenges, supporting inclusion while maintaining diagnostic rigor.

Workable Sound Commitments for Neurodiversity Week 2026

As we mark 16–22 March 2026, it is essential for psychologists to continuously reflect on the following commitments:

  • Update assessment practices to ensure cultural and linguistic appropriateness.
  • Review report language for unintended deficit framing.
  • Strengthen CPD in neurodevelopmental science.
  • Engage in conversations about inclusive policy within schools and organizations.
  • Validate neurodivergent identity while addressing functional challenges.

Small shifts in language formulation, recognize differences and practice inclusiveness could have a profound impacts on dignity and belonging.

Beyond Awareness: A Professional Responsibility

Neurodiversity Week is not simply a celebration of difference; it is a reminder of responsibility towards society. Diagnostic clarity remains essential. Functional impairments are real and require structured support. Yet neurological difference does not diminish worth, capacity, or the right to participation in all aspects of broader society

For all psychologists registered with HPCSA; inclusion is embedded within ethical practice. Our role is not to eliminate difference, nor to idealize it, but to ensure that difference does not lead to exclusion but to understanding and inclusion. As we celebrate Neurodiversity Week 2026, may we reaffirm that different brain wiring is part of human diversity and that ethical psychological practice demands understanding, accommodation, and inclusion in society.

The Role of Psychologists during Neurodiversity Week

During Neurodiversity Week and beyond; each category of psychologist registered with the Health Professions Council of South Africa (HPCSA) could play a meaningful role in promoting awareness, inclusion and support.

The brief reflections below highlight possible intersections between neurodiversity awareness and the various categories of psychological practice. These links are offered in a spirit of professional reflection and do not constitute determinations of scope or regulatory guidance, which remain the responsibility of the HPCSA:

  • Neuropsychologist: Neuropsychologists Specialized category focusing on neuropsychological assessment, diagnosis and rehabilitation related to brain-functioning disorders. Relevant to neurodiversity where neurological functioning impacts cognition and behavior.
    Link: https://www.hpcsa.co.za/board/psychology/regulations.
  • Clinical Psychologist: HPCSA Psychology Scope Regulations – Clinical Psychologists Section. Registered to assess, diagnose and treat psychological distress and psychopathology using evidence-based psychological interventions.
    https://www.gov.za/sites/default/files/gcis_document/201409/34581rg9582gon704.pdf
  • Counselling Psychologist: Link: HPCSA Psychology Scope Regulations of Counselling Psychologists Section. Relevant to neurodiversity when addressing adjustment, identity and related psychosocial issues.
    https://www.gov.za/sites/default/files/gcis_document/201409/34581rg9582gon704.pdf
  • Educational Psychologist: Assesses and intervenes to optimize learning, development and barriers to learning across the lifespan; includes profiles that relate to neurodiverse conditions. https://www.gov.za/sites/default/files/gcis_document/201409/34581rg9582gon704.pdf
  • Research Psychologist: Conducts psychological research often contributing to knowledge on neurodiversity, Link: HPCSA Psychology Scope Regulations Research Psychologists Section
    https://www.gov.za/sites/default/files/gcis_document/201409/34581rg9582gon704.pdf
  • Industrial Psychologist: less directly neurodiversity-focused, but may assess and advise on workplace adjustment and functioning HPCSA Psychology Scope Regulations – Industrial Psychologists Section
    https://www.gov.za/sites/default/files/gcis_document/201409/34581rg9582gon704.pdf
  • Registered Counsellor (Psychological), identify needs requiring advanced assessment (e.g., neurodevelopmental concerns), and refer appropriately. Link: HPCSA Psychology Scope Regulations – Registered Counsellors Section
    https://www.gov.za/sites/default/files/gcis_document/201409/34581rg9582gon704.pdf
Click Here To Read More

AI as a prostethic or cage - AI and Neurodiversity podcast

https://drive.google.com/file/d/1deGrYRLMjD970Fqt5VXgJV015Y9kMWtL/view

Children’s Mental Health Week – 09 February- 15 February 2026

Children’s Mental Health Week – 09 February- 15 February 2026

by | Feb 9, 2026 | Division for Research and Methodology (DRM), Mental Health Advocacy, Mental Health Calendar, Society for Educational Psychology of South Africa (SEPSA), Student Division (SD)

Children’s Mental Health Week

This Children’s Mental Health Week, PsySSA centres the voices of its Divisions to reflect on the realities facing children’s mental health in South Africa today.

Across the week, we will be sharing contributions from the DRM, SEPSA, and SD Divisions, offering diverse perspectives on the challenges, responsibilities, and possibilities for more responsive, ethical, and just care for children.

Together, these reflections invite us to pause, listen, and consider how psychology can meaningfully respond to the complex contexts shaping children’s lives.

 

CHILDREN’S MENTAL HEALTH CHALLENGES

“NO END IN SIGHT”

 

The Children’s Mental Health Week is an appropriate time to reflect on what extent we as collegial professionals have delivered on our previous mandate which we could have eloquently articulated around this time last year. In essence during the intervening period, how relevant and responsive have we been to current needs and circumstances?

Children’s Mental Health are impinged by a multiplicity of factors. This is borne out by Bronfenbrenner (1979). His Ecological Systems Theory is wide encompassing. Space does not allow an in-depth elaboration of his valuable theory. However, his emphasis on the environmental interaction between and among family, peers and school have great significance for Children’s Mental Health. Are intersections in the Microsystem amongst these three constructs contributory factors in respect of Children’s Mental Health?

The much-desired harmonious balance is at times shattered in the home. Ordinarily a safe haven for an intact family becomes the very place that disrupts the familial bond and turns it into chaos and instability. Hostile school circumstances further diffuse mental health difficulties. Negative peer pressure also plays a vital role in mental health reduction of children.

In the meantime, according to SAMRC (2025) Mental Health concerns are growing almost unchecked at an alarming rate:
• Depressive disorder (10.1%)
• Anxiety (6.7%)
• Post-traumatic stress disorder (17.6%)
• Suicide thoughts (10.1%)
• Substance abuse (33.17%)

This is by no means exhaustive. There is a myriad of other mental conditions. However, the above merely serves to highlight the scope of the problem. Let us briefly consider the impact on education and future opportunities.

While the above are well-known, let’s posit how the school may be an indirect source of aggravating Mental Health challenges among learners. At present this is intuitive. It may possibly generate further research.

The psychological profession, no less Educational Psychologists, need to press pause and examine the inferences of TIMMS (2019) and PIRLS (2021) studies. In TIMMS (2019), South African grade five pupils ranked among the lowest. This is the group who will be writing the grade twelve examination at the end of the 2026 year. Watch this space.

In PIRLS (2021), grade four learners landed bottom of the pile. A dismal repeat performance of PIRLS (2016). Further, it was concluded that almost (80%) of the 2021 cohort were unable to comprehend the simple narrative text.

The educational repercussions and the mental health implications are far-reaching.

Back at the ranch. Department of Basic Education, 2025, records an (88%) pass rate for NSC learners. Unsuccessful learners comprised (12%) of this pool which equated to 110 520 students.

Is this something to be really proud about?

While the classrooms burn, the Officials go on ‘fiddling”.

Dr N Chetty- SEPSA- Executive Member

Click Here To Read More

SPOTLIGHTING ORGANISATIONS FOR CHILDREN’S MENTAL HEALTH WEEK

 

PsySSA and the PsySSA Student Division stand united in support of Children’s Mental Health Week. We recognise the importance of supporting the emotional, psychological, and social wellbeing of children across South Africa, as it is both necessary and urgent. Children’s mental health does not exist in isolation, it is shaped by individual experiences, as well as the systems, communities, and forms of support that are available to them. In honour of this week, we are spotlighting some organisations that are doing vital work to support children and their psychosocial well-being. These organisations play a critical role in creating safe, supportive environments where children can thrive.

We call on students, practitioners, and community members to engage with these resources, share them, and support their work in a collaborative commitment to advance children’s mental health.

Nationwide:

 

Gauteng:

 

KwaZulu Natal:

 

Eastern Cape:

 

Western Cape:

 

Limpopo:

Children’s Mental Health Week

 

Children do not always have the words to say how they feel, but their behaviour often tells the story.

Children’s Mental Health Week reminds us that mental health matters from the very start of life. Emotional well-being shapes how children learn, relate to others, cope with stress, and see themselves in the world.

Supporting children’s mental health does not require perfect parenting or all the answers. It starts with simple, everyday actions. Listening without judgement. Making space for feelings, even the uncomfortable ones. Offering safety, consistency, and reassurance.

When children feel seen, heard, and supported, they are more likely to thrive, not just now, but throughout their lives.

This week, let us talk openly about children’s mental health. Let’s challenge stigma, encourage compassion, and remind every child that their feelings matter.

Because strong minds start with safe spaces.

#ChildrensMentalHealthWeek
#MentalHealthMatters
#EveryChildMatters
#SupportingYoungMinds

 

Children’s Mental Health Week provides an opportunity to raise awareness regarding the emotional and psychological well-being of children and young people.  The mental health of children is influenced by cognitive development, emotional regulation, academic and social functioning. Thus, mental health influences how children understand their emotions, cope with pressure, cope with learning, and building relationships.  Research show that early mental health promotion and prompt intervention can lower the likelihood of unfavourable consequences later in life (WHO, 2021).  

Current challenges affecting children’s mental health include but not limited to academic pressure, exposure to social media, socioeconomic equality, family dynamics, and community violence. According to UNICEF (2022), these factors are likely to increase vulnerability to depressive symptoms, anxiety, trauma related disorders, and difficulties in behavior, if not addressed in time.  Globally, one in every seven 10-19-year-olds experience a mental condition, accounting for 15% of the global burden of illness in this age group (WHO, 2025). Children’s Mental Health Week emphasises the significance of preventative measures, access to psychological and child-centred mental health services.    

In South Africa, the Teddy Bear Foundation plays an important role in the prevention of children’s mental health and offer forensic assessments, therapeutic counselling, court preparations, and advocacy services for children affected by abuse and neglect. The Teddy Bear Foundation underscores the importance of trauma-informed care by focusing on both psychological rehabilitation and child protection.

Schools, early child care centres, including families, carry shared responsibility towards the care of children in society. According to WHO (2021), safe and inclusive schooling environments, trauma-sensitive practices,  and supportive teacher-learner relations can help children feel secure and understood. 

Children’s Mental Health 2026 calls upon researchers, clinicians, educators, and policymakers to work collaboratively to strengthen child protection systems and expand access to mental health services within the communities.    

References

Department of Social Development. (2019). National child care and protection policy. Government of South Africa.

World Health Organisation. (2021). Guidelines on mental health promotive and preventive interventions for children and adolescents.

UNICEF. (2022). The state of the world’s children: On my mind-Promoting, protecting, and caring for children’s mental health.

World Health Organisation. (2025).

Compiled by: DRM Committee

Disclaimer: AI was used to research and source publications and references

 

Time To Talk Day – 06 February 2026

Time To Talk Day – 06 February 2026

by | Feb 6, 2026 | Artificial Intelligence Division (AID), Mental Health Advocacy, Mental Health Calendar, Psychology in Public Service (PiPS)

PsySSA: It’s Time to Talk

Conversation is connection. Time to Talk Day reminds us that conversation can change lives. Today, PsySSA amplifies voices from our PIPS and AID divisions – because listening, speaking, and connecting are acts of care, courage, and social justice.

Read the PiPS and AID contributions below:

 

Time to Talk Day: Social Media, AI, and the Quality of Mental Health Conversations

By Rekha Kangokar Rama Rao and Athena Clayton (AI Division)

 

Time to Talk Day calls for open, stigma-free conversations about mental health. Yet in a digital era shaped by social media and artificial intelligence (AI), many of these conversations now take place in online spaces that are governed less by care and more by platform, e-design, algorithms and engagement incentives. While this shift has expanded access and visibility, it also introduces significant risks to how mental health distress is expressed, received, and responded to. Questions of depth, psychological safety, and ethical responsibility become particularly urgent when mental health conversations are shaped by systems that reward speed, exposure, and emotional intensity rather than understanding and containment. These concerns are especially pressing in unequal contexts such as South Africa, where overstretched services and structural inequality mean that online conversations may carry more weight, and more risk, than they were ever designed to hold.

Within this landscape, social media can offer connection, validation, and a first step toward acknowledging distress. Platforms enable people to share lived experiences, find peer support, and connect with others who share similar experiences. It also plays a growing role in promoting awareness and acceptance of mental health conditions by sharing accessible information, challenging stereotypes, and correcting common misconceptions. Research suggests that online self-disclosure can reduce feelings of isolation and encourage help-seeking, especially among young people and marginalised groups (Naslund et al., 2016). In South Africa, where public mental health services are overstretched and unevenly distributed, these digital spaces can offer connection where formal care is inaccessible. For many, posting or engaging online becomes the first step toward acknowledging distress an outcome aligned with the aims of ‘Time to Talk’.

For example, a university student might post: “I feel like I’m falling behind in everything and I’m stressing.” A meaningful response is rarely about having the perfect words, but about offering safety and recognition: “I’m really glad you said something. You don’t have to carry this alone. Do you want to talk, or would it help if we looked at support options together?” In moments like these, a comment section can become the first space where someone feels seen, and that can be enough to prompt help-seeking.

AI-driven mental health tools further extend this accessibility. Chatbots and mental health apps offer anonymity, immediacy, and consistency, which can be appealing in contexts where stigma or fear of judgment prevents open discussion. Evidence indicates that some AI-based conversational agents can reduce symptoms of depression and anxiety in the short term by delivering structured psychological strategies such as cognitive-behavioural techniques (Fitzpatrick et al., 2017). From this perspective, AI can help people start talking sooner and access support more easily.

For example, a person who is overwhelmed at 2 a.m. might not be able to call a friend or visit a counselling centre, but they may be willing to open an app. A chatbot might guide them through a grounding exercise (“Take a slow breath in. Name five things you can see.”) or help them challenge spiralling thoughts (“What is the thought you keep returning to? What evidence supports it?”). While this is not the same as human care, it can offer a moment of steadiness and structure when emotions feel unmanageable.

On the other hand, increased conversation does not automatically translate into meaningful or safe engagement. Social media platforms are shaped by algorithms that reward visibility and emotional intensity rather than care or accuracy. Studies link high levels of social media use to increased depressive symptoms, anxiety, and harmful social comparison, particularly among adolescents (Twenge et al., 2018). Public disclosures of distress may attract empathy, but they can also invite dismissive or unkind reactions, moral judgement, unsolicited advice, or misleading mental health content that is not evidence-based. In this sense, social media can blur the line between support and spectacle, where personal distress is shared widely but not always held with care.

For example, a person might share that they are depressed and receive responses like: “You’re just looking for attention,” “Other people have it worse,” or “Stop being dramatic.” Even when replies are not intentionally cruel, they may still be dismissive or simplistic: “Just be positive,” “Just pray,” or “Go for a run.” Instead of feeling supported, the person learns that disclosure comes with risk, and that vulnerability is tolerated only when it is neat, inspiring, or easy to consume.

AI tools introduce further ethical and clinical concerns. While chatbots can simulate empathy, they do not possess true understanding or moral responsibility. Researchers caution that AI systems may fail to respond appropriately to complex mental health crises, including suicidality or trauma, where nuanced human judgment is essential (Bickmore et al., 2018). Issues of data privacy, surveillance, and algorithmic bias are particularly salient in societies marked by inequality. If AI tools are trained on data that do not reflect local languages, cultural expressions of distress, or socio-economic realities, they risk excluding or misinterpreting those most in need.

For example, someone might type: “I can’t do this anymore. I’m tired of everything.” A human listener may recognise the seriousness behind such a message and respond with care, urgency, and appropriate referral. An AI tool, however, may not always interpret context reliably, particularly when language is ambiguous, culturally specific, or emotionally complex. This highlights why AI can be useful for everyday support, but should not be treated as a substitute for professional or relational care in moments of crisis.

The central question, then, is not whether social media and AI are good or bad for mental health conversations, but whether they improve the quality of those conversations. ‘Time to Talk’ reminds us that talking is not simply about expression, but about being heard, understood, and supported responsibly. Digital tools can open doors, normalise discussion, and provide interim support, but they should not become substitutes for human connection or systemic investment in mental health care.

Ultimately, social media and AI should be treated as entry points rather than endpoints. They can open the door to conversation, but they cannot replace deep, responsible support and connection. ‘Time to Talk’ challenges us to think critically: are we simply talking more, or are we creating conditions where talking leads to dignity, connection, and meaningful support?

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Time to Talk: Creating the Conditions for Meaningful Mental Health Conversations

By Moshibudi Molepo and Barry Viljoen

 

Talking about mental health matters…but how we talk matters just as much.

In South Africa, many people live with emotional distress in silence. Stigma, limited access to care, cultural expectations, and daily survival pressures can make it hard to speak openly or seek support. For some, silence becomes a way of coping, not because help isn’t needed, but because talking doesn’t always feel safe, welcome, or useful.

Time to Talk invites us to look beyond words and ask a deeper question: What helps a conversation about mental health feel possible, respectful, and meaningful?

Before people can talk, certain conditions need to be in place. Emotional safety matters. Power dynamics need to be acknowledged. Shame, fear, and cultural taboos must be held with care. Timing matters too, conversations work best when they are invited, not forced.

When conversations do happen, listening becomes more important than fixing. This means resisting the urge to reassure too quickly, reflecting feelings rather than correcting facts, and allowing space for silence. Often, being present is more helpful than saying the “right” thing.

Open conversations can reduce isolation and strengthen connection but they should not happen in isolation from support. In South Africa, organisations such as SADAG and LifeLine provide accessible, 24-hour telephonic and WhatsApp support, helping bridge the gap between home, community, and care. Knowing where to turn makes it easier to talk, and easier to listen.

Time to Talk is not about having all the answers. It’s about creating spaces where people feel heard, respected, and supported. Where help is visible and within reach.

Sometimes, the most meaningful thing we can do is listen well — and help someone know they are not alone.

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World AIDS Day – 1 December 2025

World AIDS Day – 1 December 2025

by | Dec 1, 2025 | Health Psychology (HP), Mental Health Advocacy, Mental Health Calendar, Psychology in Public Service (PiPS)

World AIDS Day – 1 December 2025 

“Overcoming Disruption, Transforming the AIDS Response”

Today we honour the resilience of communities, practitioners, and health systems responding to HIV in the face of global funding cuts, service disruptions, and persistent inequities. As highlighted in contributions from our HPD and PiPS divisions, protecting the gains made in South Africa’s HIV response requires renewed commitment to both biomedical advances and psychosocial care.

We reflect on the continued psychological burden carried by people living with HIV, the impact of stigma and trauma, and the essential role of mental-health professionals in strengthening continuity of care, integrating mental-health screening, and championing trauma-informed, person-centred, and rights-based approaches.

This World AIDS Day, we stand with communities, researchers, and health workers who persist with dedication, empathy, and hope.

Read the PiPS and HPD contributions below:

 

Psychology in Public Service (PiPS) Division – Overcoming Disruption and Transforming the AIDS Response

On the first of December, we commemorate World AIDS Day, and this year in 2025, we actively reflect. Reflect on how we as communities, practitioners and even healthcare systems have adapted and continue to adapt and innovate, in the face of adversity and disruption. Our response to the HIV epidemic, has been one of the most ambitious in the world. However, this is not to say that it hasn’t been without challenges. This year the focus is on a renewed effort and sustainable commitments to revitalising not only our biomedical responses but also psychosocial interventions.

As psychologists working within the public service, we are reminded and attempt to remind all, that HIV is both a medical and mental health condition. Disruptions to care, amplify the psychological vulnerabilities of an already vulnerable group. Sadly, stigma remains a challenge faced all too often, while heightened anxiety, depression and trauma exposure are common.

Yet when faced with these challenges we as South Africans have found opportunities for transformation. We as mental-health professionals have the ability to shape a response, that is more dynamic, person-centred, equitable and resilient. However, this does mean that we are going to have to strengthen continuity of care, by integrating mental-health screening and brief interventions into HIV services. While actively addressing stigma and discrimination, including internalised stigma. Which impacts on adherence and wellbeing. We have to champion trauma-informed care, which can only take place effectively in the context of interdisciplinary collaboration. Leading to advancements in treatment literacy, community empowerment, and hopefully advances in prevention. While of course, looking after ourselves and colleagues, who face the reality of burnout, moral distress and secondary trauma.

In marking World AIDS Day, PiPS would like to acknowledge the continued psychological burden carried by people living with HIV, as well as their families, and the teams who treat and support them. We wish to pay tribute to the resilience of communities that continue to advocate for, organise and provide care for, in the face of adversity.

Overcoming disruption isn’t just possible, rather it’s been continuously underway in every interaction when practitioners engage with empathy, expertise and the facilitation of hope.

Health Psychology Division (HPD) – World AIDS Day

Today we commemorate World AIDS Day under the theme: “Overcoming disruption, transforming the AIDS response.”

We highlight a global funding crisis that is threatening decades of progress on HIV/AIDS prevention and treatment. This disruption is disproportionately affecting marginalized communities and leaving them behind. Despite these global setbacks, community-led organisations, researchers, and health workers continue to defend vital gains and push for a stronger, more equitable HIV/AIDS response.

Here in South Africa, researchers continue to produce vital evidence that guides policy and strengthens services for communities affected by HIV:

  • Securing our HIV response: The PEPFAR crisis in South Africa.
  • Structural determinants of HIV inequities in South Africa: Policy analysis of the national strategic plan for HIV 2023–2028.

Ending AIDS is possible. But only if we protect communities, fund the response, and uphold human rights.

HIV/AIDS AWARENESS 2025 – DRM Division

Reflections, Progress, and the Road Ahead

December 1st was an important time to reflect on South Africa’s progress in combating the HIV pandemic, while also recommitting to the work that is still required to fight AIDS. The national theme for 2025 “Renewed Efforts, Sustainable Commitments to End AIDS” highlighted a social commitment to continuing advances and closing the gaps in the fight against AIDS (Government of South Africa, 2025).

Recent figures indicate considerable progress. According to the SABSSM V1 National HIV Survey, HIV infection rates across all ages decreased from 14.0% in 2017 to 12.7% in 2022 (Human Sciences Research Council, 2023a). Antiretroviral Therapy(ART) has significantly increased, reaching roughly 80.9%in 2022 compared to the 63.7% in 20217 (HSRC, 2023b).

Progress toward the UNAIDS 95-95-95 targets is encouraging as 89% of people living with HIV aged 15 and older know their HIV status, 90.7% are on treatment, and 93.9% are virally suppressed (HSRC, 2023c).

In spite of these gains, difficulties still exits. For instance, estimates show that more than one in four people living with HIV remain untreated, despite the widely recommended antiretroviral therapy (SECTION27, 2024). In response to this challenge, the government and its partners started the Close the Gap programme in 2025, hoping to introduce 1.1. million individuals on antiretroviral therapy (World Health Organisation, Regional Office for Africa, 2025).

Stigma, identity, trauma, resilience, and disclosure, remain crucial to the psychological wellbeing of individuals and communities. For psychologists and mental health practitioners, these challenges highlight the fundamental social and emotional aspects of living with HIV. Thus, the involvement of mental health practitioners is critical in supporting holistic care treatment of those living with HIV/AIDS.

While a full month is not officially designated to HIV/AIDS awareness, the Division of Research and Methodology (DRM) encourages its members to continue advancing psychological assistance, social action, and community involvement. Ending AIDS is not only a biomedical challenge – it’s a psychosocial one.

South Africa must continue to build a future where all HIV-positive people live healthy and empowered lives by working together!

References
Government of South Africa. (2025). World AIDS Day 2025. https://www.gov.za
Human Sciences Research Council. (2023a). SABSSM VI: Progress and disparities in South Africa’s HIV epidemic.
Human Sciences Research Council. (2023b). Turning the tide: Trends in HIV prevalence, prevention and treatment.
Human Sciences Research Council. (2023c). SABSSM VI full report – HIV indicators.
SECTION27. (2024). One in four people with HIV not on treatment. https://section27.org.za
World Health Organization Regional Office for Africa. (2025). South Africa launches 1.1 million HIV treatment campaign. https://www.afro.who.int

Compiled by: Vusi Mthimkhulu
DRM Member

Community activism shines at KZN mental health walk

Community activism shines at KZN mental health walk

by | Nov 25, 2025 | Mental Health Advocacy

Suntosh R. Pillay

In a heartwarming display of community solidarity, over 1600 people showed up for the 10th annual mental health walk hosted by the KwaZulu-Natal Mental Health Advocacy Group on 5 October 2025.

The event began in 2016 as a small community engagement project that I started with my colleague, Prof Suvira Ramlall, during our time working at a public hospital. We wanted to build social capital and a spirit of social activism into the mental health landscape in Durban. It has since grown into one of the largest free mental health walks in South Africa. Prof Ramlall is a specialist psychiatrist and past president of the national College of Psychiatrists. Two of the walk’s project managers are Lynne Richards, chairperson of the PsySSA Trauma and Violence Division, and Rivendri Govender, an educational psychologist and executive member on CaSP.

The decade-old walk is now a firm favourite in the province’s mental health calendar, with almost 50 organisations at the related wellness fair, including Trans Hope, an Umlazi-based non-profit that offers services to transgender people in Durban, and the Bessi Makathini Foundation, a Lamontville-based non-profit that does dementia awareness. Both the KZN Department of Health and Department of Basic Education also attended. Despite no formal government funding, the walk attracts donations from the private sector, including Akeso, Life St Joseph’s Hospital, Ribumed, Healing Hills, iTheku, and Mondia Health. Over 60 volunteers assisted with gazebo setups, on-site registrations, handing out of medals, safety and security, and cleanup.

Each year, the walk is hosted ahead of World Mental Health Day on October 10. In her opening address, Prof Ramall urged people “to remember that every day is mental health day. We take care of our bodies, we clothe ourselves, we take photos every day, but we must also tend to our emotional and spiritual needs,” said Ramlall.

We’ve also spread the message that regular walking and exercise is essential for brain health. Movement is central to psychological wellbeing – often overlooked by psychology professionals who focus entirely on cognitive content in their interventions, rather that bodily ones. For this reason, the walk includes yoga, Zumba, dancing, and aerobic classes in the schedule of pre- and post-walk activities.

The oldest walker was Chatsworth resident Sarah Seedat, aged 85. Research consistently shows that regular exercise in older age reduces blood pressure, decreases anxiety, and improves mood and sleep. Local author Nava Naidoo, now retired, agreed that the walk is “social cohesion” and helps “bring people together” especially where loneliness may be an invisible pandemic.

Dheshni Pullian, from Life St Joseph’s hospital, sponsored caps for the walkers. “By supporting this event we are contributing to a positive and supportive environment for people. This event helps people connect with others, reducing feelings of loneliness and isolation”.

Dr Phatheka Ntaba, a medical doctor at Ngwelezana Hospital in the uMhlatuze subdistrict in northern KZN, said this event reminded her “to invest more in mental health. It also re-ignited my fire and passion to do more in this field”.

Vishaal Jasmat, group marketing manager of Joint Medical Holdings Group, said the walk felt like “a safe space”. “It is a reminder that looking after our minds is as vital as caring for our bodies. We participate in this walk as a commitment to breaking stigma”.

Westville resident Saniksha Ramballie, who participated with her family, also believed that the walk reduces stigma and “encourages education, fosters empathy, and drives action. It makes it easier for people to access assistance without fear of judgment.”

Suntosh Pillay is the chief clinical psychologist in the eThekwini District, KwaZulu-Natal Department of Health, and the chairperson of the PsySSA Community and Social Psychology Division (CaSP).

Matric Results (Gr12) – Negotiating career crossroads: Embrace positivity and hope as your constant companions

Matric Results (Gr12) – Negotiating career crossroads: Embrace positivity and hope as your constant companions

by | Jan 13, 2025 | Mental Health Advocacy

Negotiating Career Crossroads: Embrace Positivity and Hope as your Constant Companions

by Prof Kobus Maree

The 2024 Grade 12 results have been announced. While many learners are celebrating their achievements, others face uncertainty and disappointment. Regardless of the outcome, now is the time to make thoughtful and strategically sound decisions about the direction of their career journey (trajectory). These decisions will significantly influence their future career trajectories and require the involvement of multiple stakeholders – beginning with their parents or guardians.

This brief opinion piece serves as a guide to help learners navigate and negotiate their career crossroads, accompanied by positivity and hope as steadfast companions.

1. How Can Parents, Guardians and Teachers Support Learners Who Did Not Pass or Get University Admission?

Reassure and communicate
The days and weeks following disappointing Grade 12 outcomes can be emotionally overwhelming. Parents, teachers, and counsellors play a crucial role in offering support and helping learners navigate this challenging period with hope, resilience, and purpose. Foster a positive frame of mind by reassuring your child that their academic outcomes neither diminish your feelings for them nor define their worth. If they ‘act out,’ understand that such behaviour is ‘normal’ under these circumstances. Listen actively, acknowledge their emotions, and normalise their feelings to create a supportive and empathetic environment.

Rethink the vocabulary of so-called ‘failure’
Disappointing Grade 12 outcomes are emotionally taxing for learners and their parents. The term ‘fail’ has no place in today’s postmodern vocabulary. It is perplexing why some people use that word when those who have purportedly ‘failed’ are at their most vulnerable, hurt, and disappointed, with self-efficacy at its lowest point and the lurking threat of destructive behaviour, including suicide, ever-present. Instead, use terms like ‘insufficient achievement.’ Why? While learners’ marks may negatively impact their chances of acceptance into their preferred study field, they do not define their overall success in life or limit their long-term career prospects.

Take proactive steps
If necessary, consult a psychologist, registered counsellor, or another trusted professional whom your child feels comfortable confiding in. You can also contact organisations like the SA Depression and Anxiety Group, Lifeline, or a suicide hotline. Take proactive steps: Act. Understandably, parents may feel disappointed when their children are less successful, but reproach serves no purpose. Reassure your child, communicate openly, and offer emotional support. Talk with them, text them, and ask how they feel, listening attentively to their responses. Remind them that “The roots of success are often hidden in the storms you’ve survived” (anonymous).

2. Resources Available to Learners as an Alternative

Going to university is just one of many trajectories to career success. It is important not to fixate on a particular tertiary institution or level of post-grade 12 education and training. Research has shown that whereas people with degrees often find employment more easily and earn higher salaries, the value of non-university study should not be underestimated. Assess each field of study and tertiary institution – whether public or private—on its merits, considering your unique circumstances. For example, a diploma in Information Security Analysis, or a technical qualification in, for instance, computer-aided design, blockchain technology, solar photovoltaic installation, or data engineering, can be an excellent fit for some learners, providing personal enrichment and helping them realise their key life themes (such as aiding those in poverty to overcome the same structural challenges they faced growing up).
Specialised certificates and diplomas (such as e-commerce, application architecture, cyber security, or machine learning) can open exciting new career opportunities, enhancing employability in ways that may surpass many conventional degrees. It’s crucial to thoroughly research career options by speaking with graduates, field employees, and employers.

Some alternative career trajectories
Technical and Vocational Education and Training (TVET) colleges offer practical, career-focused courses in IT, engineering, and business. Learnerships and apprenticeships combine on-the-job training with theoretical learning, leading to highly sought-after qualifications in skilled trades or specialised industries.
Career guidance and counselling centers, non-profit organisations, and school counselling departments provide invaluable resources, workshops, and mentorship to help learners navigate alternative career trajectories. Taking the initiative to explore these options can turn setbacks into steppingstones toward success. Severe disappointment and despair can – and should – be transformed into dedication and success.
The National Student Financial Aid Scheme (NSFAS) offers funding opportunities for eligible learners. Online platforms provide affordable courses in fields like coding and online marketing. Youth Employment Programs connect learners with training and job opportunities. Community organisations, including NGOs, offer skills training, workshops, and mentorship for school leavers.
Entrepreneurial ventures should be explored to promote self-employment, focusing on small business opportunities and turning hobbies or special skills into viable income-generating activities.

3. Coping Mentally with Inadequate Performance in Grade 12 Examinations

Not meeting their own or others’ expectations in Grade 12 can trigger feelings of sadness, guilt, shame, or hopelessness. Therefore, it is essential to prioritise learners’ mental wellbeing during this time. Let us begin by congratulating learners who qualify for admission to their preferred study fields and institutions. To those who have not yet met the required marks: relax. There is ample reason to remain optimistic about the future.
First, step back emotionally and reflect on your exam results with a sense of calm. Everyone faces setbacks and successes. Setbacks (or perceived ‘failures’) are simply building blocks for the future, offering opportunities for growth and resilience in uncertain and challenging times. Carl Jung, one of the most renowned psychologists, once said: “Be grateful for your difficulties and challenges, for they hold blessings. We need difficulties; they are necessary for personal growth and self-fulfillment.” These moments are opportunities to turn perceived weaknesses into strengths, to actively master what we have ‘passively suffered’ (Savickas).

Second, step back emotionally once again. Not achieving your goals in Grade 12 is just one of many career-life transitions you will encounter. Hope springs eternal. Countless others have faced similar challenges in Grade 12 and later achieved tremendous success. You have not ‘failed’ anything.

Third, refrain from pointing fingers or assigning blame to yourself or others. If destructive thoughts, including thoughts of suicide, arise, reach out immediately to your parents and seek the support of a qualified professional.

Fourth, engage in positive self-talk and affirmations to rebuild your sense of self-worth. Parents should provide or facilitate a safe space where learners can reflect on and process their emotions, helping them to renew their self-confidence.

Fifth, parents should encourage learners to engage in physical activities, mindfulness practices, hobbies, or part-time work to promote balance. For those dealing with severe stress and anxiety, involve professional therapists or career counsellors to guide them through this challenging time and help them regain a balanced perspective.

4. Exploring Options for Dealing with a Grade 12 Pass that Falls Short of Securing Tertiary Admission

Learners who still need to secure admission to their preferred tertiary education and training institutions may consider requesting a reevaluation of their exam papers. They could also apply to write supplementary exams or repeat specific grades or subjects. Regardless of the career trajectory they choose, success will require diligence, dedication, and commitment to follow through. Alternatively, they could enroll in corresponding courses at a different institution or training level.
Consulting a career psychologist – such as an educational, counselling, or industrial psychologist – can be crucial in guiding this decision-making process. If you choose to reapply in 2025, taking a gap year could be an option, but it’s important to first consult with a career psychologist and speak with former learners who have taken a gap year to gain insight into their experiences. Another possibility is accepting part-time work or engaging in constructive activities. Again, speaking to learners who have navigated similar situations can be helpful.
Ultimately, remember that you know yourself and your preferences better than anyone else. While others can provide general information and psycho-educational advice, only you can make the best decisions for your future. Others can offer valuable insights, but they cannot guide you on the most appropriate career trajectory for you. Trust in your own judgment and execute the advice you give yourself.

5. Discover a Sense of Meaning and Purpose in your Career-Life Journey

Sometimes, the twists and turns in our life trajectories lead us to unexpected, exciting, and fulfilling destinations. Nurture a genuine sense of meaning, hope, positivity, expectation, and purpose in your future career by consulting with someone who can help you clearly understand why you want to study, your life’s purpose, and your guiding “North Star.” View your career trajectory as a “story” that you are authoring.
Work with career psychologists to discover and pursue what truly matters to you – your central life themes – beyond just your job goals. Align your career choices with your core values to increase the likelihood of lasting fulfillment, meaningful social contributions, and the creation of an inspiring legacy.
Take time to articulate your career-life mission and vision, addressing important existential questions such as: “Why do I live?”, “Is life worth living?”, “Why do I want to work?”, “What is the meaning of my life?”, and “Where am I headed?”. By doing so, you will establish a strong foundation for the future.
See John’s (pseudonym) story for an example of how a key life theme can help you live a meaningful and purpose-filled career. He said, “I want to become a nuclear scientist specialising in renewable energy, work on nuclear fusion, and produce much more energy than by burning oil and coal (career choice), so I can (personal meaning) fulfill my need to be creative, use my analytical and mathematical skills, and work in a structured, high-level environment. Through this process (social meaning), I aim to help people become less dependent on fossil fuels, make the world a healthier place, stop the abuse of natural resources, prevent the sixth mass extinction, create jobs for others, and change the lives of people who, like me, grew up in a desperately impoverished township where air pollution was a major problem.”
The common thread that weaves through people’s career-life stories is the transformation of personal sadness, heartache, pain, or ‘suffering’ into accomplishment and social contributions. This process involves actively mastering passive suffering. By helping others overcome similar challenges, you address the pain you’ve experienced. Finding pride and joy in this work includes honoring the legacy of loved ones in the best way possible – each time you help others heal, you heal yourself too.

For information on bursaries, study techniques, relaxation methods, and more, visit www.kobusmaree.org.