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Psychology 417A Psychology and Developing
Societies May 22Class Meeting 6 Topic Case
Study Educational Accessand Disability
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Assignment 1 Check-In .
Successes, problems, concerns?
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Announcement Course evaluations will be available
online until May 29. If you have not received an
e-mail link to your evaluation, visit
https//eval.olt.ubc.ca/arts. Your feedback is
extremely valuableto the Faculty of Arts,
Psychology Department, ARA program, and me. Your
feedback will be used to develop this course and
determine future ARA funding for this course.
Class time will be allotted to the completion of
evaluations on May 29 please bring a laptop or
tablet to class. Your evaluation will be
anonymous and secure.
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Agenda
1. Discussion questions (female empowerment and
feminisms).
2. Film Rebuilding Education in Zimbabwe.
3. Summary of readings by student leaders Evan,
Ineka, Minah.
4. Western and African psychological theories of
human development.
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5. Barriers to educational access in Sub-Saharan
Africa.
6. Interventions to increase educational access
in Sub- Saharan Africa Small group activity.
7. Discussion questions (educational access and
disability).
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Western and African Psychological Theories of
Human Development

• Western psychologists have proposed many theories
  of human development

• Psychosexual theory (Freud).

• Cognitive developmental theory (Piaget).

• Attachment theory (Bowlby, Ainsworth).

• Psychosocial theory (Erikson)

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Eriksons Stages of Psychosocial Development
Psychosocial Stage Features
Infancy 0-1 Infants develop confidence in their caregivers to consistently meet their basic needs (i.e., basic trust).
Early childhood 2-3 Toddlers acquire a sense of independence stemming from their self-control (i.e., autonomy)
Preschool 3-5 Children acquire confidence in their ability to take action to pursue their desires and urges (i.e., initiative).
School age 6-11 Children acquire confidence that they can master tasks of the tool world or practical work-related world, including tasks at school (i.e., industry).
Adolescence 12-20 Adolescents develop an integrated and consistent self-view, one that is seen similarly by themselves and others (i.e., identity).
Young adulthood 21-35 Individuals develop the belief that they can merge with another individual without losing their identity (i.e., intimacy).
Adulthood 36-60 Individuals develop the belief that they can guide, nurture, and contribute to the development of the next generation (i.e., generativity).
Old age 61-Death Individuals acquire a sense of emotional integration or satisfaction with the choices they have made and the life experiences they have had (i.e., integrity).
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• Nsamenang (1992, 2006) proposed a psychological
  theory of human development that reflects African
  conceptions of personhood.

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Nsamenang, 1992, p. 144
although there may be a natural
developmental path, every culture superimposes
its own imprints on it. In this sense, the
developmental tasks contained in most English
language developmental texts may be no more than
the cultural agendas for the development of
Western middle-class children. Thus the
experience of childhood in West Africa, for
instance, may not necessarily accord nor exactly
correspond with the definition and experience of
childhood as portrayed in the current
developmental literature.
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Nsamenangs Stages of Selfhood Development
Selfhood Stage Features
Spiritual selfhood Begins at conception and ends with naming. The human body is conceptualized as a frame that houses the spirit.
Newborn Naming occurs. The name given to the child may reflect expectations or express gratitude to the Supreme One.
Social priming Infants display precursors to effective social functioning (e.g., smiling, crying) generates reciprocity with caregivers.
Social apprenticing Children recognize, cognize, and rehearse social roles. Social roles pertain to three spheres of life household, network, and public.
Social entrée Secondary sex characteristics emerge. May be marked by an initiation ceremony (e.g., puberty rite).
Social induction/internment Adolescents are allocated more responsibilities/roles and join adult social groups. A period of intense social preparation and training for adulthood. Described as a social probation or internship.
Adulthood Individuals marry and bear children. Full adulthood (i.e., personhood) is achieved through marriage and parenthood. Seniority increases with the birth of each child.
Old age/death The epitome of social competence. Confidence in the face of death is achieved through the production of productive offspring.
Ancestral selfhood Follows biological death. Through ritual initiation, ancestral spirits enter a higher realm.
One of seven social selfhood stages.
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Eriksons Stages Versus Nsamenangs Stages
Psychosocial Stages Selfhood Stages
-- Spiritual selfhood
-- Newborn
Infancy Social priming
School age Social apprenticing
-- Social entrée
Adolescence Social induction/internment
Young adulthood, Adulthood Adulthood
Old age Old age/death
-- Ancestral selfhood
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Eriksons Stages of Psychosocial Development
Psychosocial Stage Features
Infancy 0-1 Infants develop confidence in their caregivers to consistently meet their basic needs (i.e., basic trust).
Early childhood 2-3 Toddlers acquire a sense of independence stemming from their self-control (i.e., autonomy)
Preschool 3-5 Children acquire confidence in their ability to take action to pursue their desires and urges (i.e., initiative).
School age 6-11 Children acquire confidence that they can master tasks of the tool world or practical work-related world, including tasks at school (i.e., industry).
Adolescence 12-20 Adolescents develop an integrated and consistent self-view, one that is seen similarly by themselves and others (i.e., identity).
Young adulthood 21-35 Individuals develop the belief that they can merge with another individual without losing their identity (i.e., intimacy).
Adulthood 36-60 Individuals develop the belief that they can guide, nurture, and contribute to the development of the next generation (i.e., generativity).
Old age 61-Death Individuals acquire a sense of emotional integration or satisfaction with the choices they have made and the life experiences they have had (i.e., integrity).
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Nsamenangs Stages of Selfhood Development
Selfhood Stage Features
Spiritual selfhood Begins at conception and ends with naming. The human body is conceptualized as a frame that houses the spirit.
Newborn Naming occurs. The name given to the child may reflect expectations or express gratitude to the Supreme One.
Social priming Infants display precursors to effective social functioning (e.g., smiling, crying) generates reciprocity with caregivers.
Social apprenticing Children recognize, cognize, and rehearse social roles. Social roles pertain to three spheres of life household, network, and public.
Social entrée Secondary sex characteristics emerge. May be marked by an initiation ceremony (e.g., puberty rite).
Social induction/internment Adolescents are allocated more responsibilities/roles and join adult social groups. A period of intense social preparation and training for adulthood. Described as a social probation or internship.
Adulthood Individuals marry and bear children. Full adulthood (i.e., personhood) is achieved through marriage and parenthood. Seniority increases with the birth of each child.
Old age/death The epitome of social competence. Confidence in the face of death is achieved through the production of productive offspring.
Ancestral selfhood Follows biological death. Through ritual initiation, ancestral spirits enter a higher realm.
One of seven social selfhood stages.
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Barriers to Educational Access in Sub-Saharan
Africa

• Numerous barriers to educational access for youth
  in Sub-Saharan Africa have been proposed

• Poverty (resource dilution resulting social
  isolation and psychological disempowerment).

• Poor supply and quality of schools.

• Absenteeism and loss of educators (due to
  HIV/AIDS).

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• Parental ill health and death (due to HIV/AIDS).

• Health problems among students (due to HIV/AIDS,
  other infections, malnutrition, and lack of
  access to medical care contribute to
  absenteeism).

• Stigma and discrimination against children who
  have been affected by HIV/AIDS.

• AIDS-fatalism (children will eventually succumb).

• Frequent migration and school transfers.

• Stigma and discrimination against children with
  disabilities.

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• Undiagnosed disabilities and lack of support for
  special educational needs.

• Youth pregnancy.

• Gender-based violence/fear of infection.

• Skepticism that education will improve the
  likelihood of employment (particularly for
  females).

• Perceived irrelevance/value of the school
  curriculum.

• Need for child labor (domestic and paid).

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Nsamenang, 1992, p. 157
Thus far, schools seem to have failed to provide
education to foster understanding of African
existential realities. To the extent that
education and farming have erroneously been made
to appear to be incompatible and employment
openings are scarce, children should be required
to learn at least the basic agricultural skills
for survival in agrarian economies. To the
extent that children are not exploited child
labor should be encouraged rather than
eliminated. Child labor is an indigenous
educational strategy that keeps children in
contact with existential realities and the
activities of daily life . it is necessary
preparation for economic participation in
societies where the school system has failed to
provide the basic skills for dealing with
subsistence problems. Child labor eases
childrens passage from play to productive
activities.
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Interventions to Increase Educational Access in
Sub-Saharan Africa

• Small group activity

• Divide into three groups.

• Discuss the development of a

Group 1 media-based intervention.
Group 2 school-based intervention.
Group 3 community-based intervention.
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• Examples

1. Media-based intervention Interactive radio
education, Zambia

• Targets out-of-school youth in AIDS-affected
  areas.

• Objective To cover the grade 1 mathematics and
  English curriculum in 100 thirty-minute radio
  lessons.

• Students meet briefly each day and receive
  instruction from the radio and a trained mentor.

• Parents contribute in cash or in kind.

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2. School-based intervention Forum for Womens
Education in Malawi (FAWEMA)

• Targets parents of girls.

• Objective To promote the value of girls
  education.

• Mothers groups (10 mothers/group) are assembled
  and supported in primary and secondary schools.
  The mothers, school head, a member of the school
  management committee, and two community leaders
  are trained to act as education ambassadors to
  other parents and members of the community.

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3. Community-based intervention Community
schooling, Mali, Malawi, Uganda, Zambia

• Targets all youth.

• Objective To promote low-cost and
  culturally-relevant education.

• Schooling is provided at local community centers
  or churches. No fees or uniforms are required.

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• Local leaders volunteer to act as teachers.

• The National Ministry of Education provides
  financial and administrative support educational
  materials are provided to students.

• Curriculum is designed by communities to include
  formal, non-formal, and life-skills education.

• Increased community supervision and a location
  that reduces travel creates a safer learning
  environment for girls.

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Agenda
1. Discussion questions (female empowerment and
feminisms).
2. Film Rebuilding Education in Zimbabwe.
3. Summary of readings by student leaders Evan,
Ineka, Minah.
4. Western and African psychological theories of
human development.
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5. Barriers to educational access in Sub-Saharan
Africa.
6. Interventions to increase educational access
in Sub- Saharan Africa Small group activity.
7. Discussion questions (educational access and
disability).
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For Our Next Class Meeting .
1. Please arrive on time as a courtesy to our
guest speakers (Amos and Edith Kambere, Umoja
Operation Compassion Society).
2. Complete the assigned readings for May 27.
3. Student leaders Eryn, Florence, Sarah.
4. Non-leader students

• Submit (via e-mail) two discussion questions to
  me by 900AM on May 27.