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In this paper, we explore the afterlife of naked body protests through an examination of interview and archival data from women who participated in various naked protests in South Africa. We engage the emotional outcomes that follow African women's naked protests. We read black women's naked body protests through the theoretical lenses of refusal and the affective economies of shame and psychic distress. By examining a data corpus of 16 interviews, archival video, podcasts and written content emanating from South Africa, we explore what occurs after naked protests. The experiences endured by the women protestors range from negative affects such as shaming to humiliation by protestors' communities and psychological distress. The findings suggest that refusal is not counter to women's experiences of psychological distress and shame – they co-exist. We demonstrate how affects travel in affective economies and stick to bodies in ways that disperse bad feelings and create productive openings for freedom. Finally, we contend that the affective afterlife of naked protests might be understood as an ongoing theorisation of the body long after the event of the actual protest. [ABSTRACT FROM AUTHOR]

This paper explores barriers to gender policy implementation arising from the narratives framing gender as a policy issue. Through examining the influence of gender policy narratives on practitioners, it challenges those who represent policy failures as the result of unsupportive cultural contexts. The paper draws on Fraser’s (1995, 2005; Fraser and Honneth, 2003) conceptualisation of recognition and redistribution to highlight tensions between three different gender policy narratives: (1) gender as instrumental for development; (2) gender as women’s rights and empowerment; and (3) gender as relations of power requiring personal transformation. Interviews with 32 gender practitioners in 26 South African non-governmental organisations and observations of meetings between these organisations show how these narratives lead to unhelpful conflicts between practitioners. These conflicts inhibit both the uptake of gender policy recommendations and collaboration between practitioners in ways that undermine efforts to address gender inequalities in the South African context. [ABSTRACT FROM AUTHOR]

Many mental health clinicians in South Africa use informal interpreters, who are employed to perform other functions, such as cleaners and security guards; there are no formally trained interpreters. Drawing on qualitative semistructured interviews, this paper examines the experiences of informal interpreters working within a psychiatric setting. Furthermore, this paper explores how working in this invisible capacity affects informal interpreters’ views of themselves and the contribution they feel they are making by acting as interpreters. An interpretative phenomenological approach enabled an in-depth analysis of the experiences of the ad hoc interpreters. The results of this study reveal a dilemma. On the one hand, informal interpreters interviewed jeopardize ethical principles by breaching confidentiality and reporting on patient behaviour without their consent. On the other hand, they report fulfilling an additional beneficial role in terms of the overall care of patients which goes beyond the ambit of the interpreting session. The impact and extent of the informal interpreters’ involvement in care could not be ascertained solely from the data obtained in this study, but it is clear that informal interpreting may usefully be viewed as a form of hidden care work. A detailed ethnographic study aimed at exploring this further is therefore recommended. [ABSTRACT FROM AUTHOR]

Background: Informal settlements are high density areas in and around cities, characterized by a lack of formal planning and basic amenities, being known in South Africa for high levels of mental disorder driven by violence, and complex social and economic challenges. In particular, young men's poor mental health goes untreated, with relatively few evidenced-based interventions available in this setting. Aim: This cluster randomized controlled trial investigated the effectiveness of Stepping Stones and Creating Futures (SS/CF), a participatory gender transformative and economic empowerment intervention, on the mental health of young men living in South African informal settlement. Methods: A total of 674 young men ages 18 to 30 years were recruited in 34 clusters in Durban's urban informal settlements. Clusters were randomly allocated (1:1) to either the experimental SS/CF or control arm and participants were followed-up over 24-months. Intention-to-treat analysis based on generalized estimating equations (GEE) were fitted to quantify the impact of SS/CF on the men's anxiety and post-traumatic stress (PTS) symptomatology. Results: At end of the 24 months follow-period, anxiety (adjusted odds ratio [aOR]: 0.62, p =.04, 95% CI [0.39, 0.99]) and PTS (aOR = 0.52, p =.03, 95% CI [0.29, 0.93]) were significantly lower for group assigned to the SS/CF compared to the control group. Conclusion: SS/CF, a gender transformative and livelihoods strengthening intervention designed to address poverty and other socio-economic challenges in informal settlements reduced anxiety and PTS among men with mental health challenges living in informal settlements. [ABSTRACT FROM AUTHOR]

Ubuntu was recently adopted as the first theme for the 2020–2030 global agenda for social work, and yet little research is available to explore how it is transmitted and implemented in communities. The authors present findings of a qualitative study conducted in an academic setting in South Africa, where the transmission of Ubuntu was discussed among 30 young adult 'born frees'. Students seemed to embrace principles of Ubuntu as a whole; however, economic, social and cultural strains are documented as obstacles to its pragmatic application. Implications of community engagement through service learning as a means of strengthening Ubuntu are discussed. [ABSTRACT FROM AUTHOR]

Does historic school engagement buffer the threats of disrupted schooling – such as those associated with the widespread COVID-19-related school closures – to school engagement equally for female and male high school students? This article responds to that pressing question. To do so, it reports a study that was conducted in 2018 and 2020 with the same sample of South African students (n = 172; 66.30% female; average age in 2020: 18.13). A moderated moderation model of the 2018 and 2020 data showed that historic levels of school engagement buffered the negative effects of disrupted schooling on subsequent school engagement (R ² =.43, β = −5.09, p <.05). This protective effect was significant for girl students at moderate and high levels of historic school engagement, but not at lower levels of historic school engagement. Disrupted schooling did not significantly affect school engagement for male students at any level of historic school engagement. In addition, student perceptions of teacher kindness were associated with higher school engagement and having experienced an adverse event at school with lower school engagement. The results point to the importance of facilitating school engagement and enabling school environments – also when schooling is disrupted. [ABSTRACT FROM AUTHOR]

Urban South Africa is a major destination for refugees across sub-Saharan Africa. Based on interviews with urban refugees, this study identified significant barriers to achieving livelihood security for this population, including community violence, crowding, fear of xenophobia, exploitation from officials and oversaturated markets for small businesses. Nevertheless, refugees identified several aspects of service provision from a non-governmental organization which proved helpful, especially through material assistance in helping establish viable, profit-generating small businesses. Recommendations for service delivery to this population include assessing refugees’ level of environmental vulnerability and providing a package of supports that address a clients’ particular living situation. [ABSTRACT FROM AUTHOR]

Critical interrogation of social work texts reveals ideologies contributing to hegemonic ‘taken-for-granted’ knowledge that maintains oppressive power relations. In the South African context of ongoing inequality after the 1994 democratic transition, neo-liberal ideologies have structured and constrained social work knowledge and practice constitutive of social change. Similarly, conservative neo-liberal ideologies underpinning social work knowledge and discourse act performatively to shape practice and social realities. This article, based on a section of the author’s PhD study, examines one of the thematic ideological trends found in post-1994 social work texts on poverty and social development, which reflect neo-liberal, individualist ideologies of ‘blaming-the-poor’ and personal culpability for poverty. A selection of three texts is discussed, illustrating processes and modes of operation of these ideologies in the various approaches proposed. [ABSTRACT FROM AUTHOR]

Schools are often the only formal service provider for young people living in socio-economically marginalized communities, uniquely positioning school staff to support positive psychosocial outcomes of youth living in adverse contexts. Using data from 2,387 school-going young people [Canada (N = 1,068), New Zealand (N = 591), and South Africa (N = 728)] living in marginalized communities and who participated in the Pathways to Resilience study, this article reviews how student experiences of school staff and school contexts moderated contextual risks and facilitated resilience processes. Findings of these analyses affirm that school staff play an important role in moderating the relationship between resilience resources and community/family risk in both global North and global South contexts. Findings hold important implications for school psychologists, including the need to champion the ways in which teachers can scaffold resilience resources for young people through the quality of the relationships they build with students. [ABSTRACT FROM AUTHOR]

South African social work education changed from norm-based to outcomes-based education soon after the first democratic government came into power in 1994 and a new Bachelor of Social Work has been in existence since 2007. The article argues in support of deep learning principles and presents narrative constructions from two differently advantaged departments of social work, illustrating how lecturers and students there have adapted to outcomes-based education. Conclusions indicate that statutory requirements and institutional pressures militate against the development of deep learning. The urgency to incorporate transformative learning in meeting professional standards is placed in the international context. [ABSTRACT FROM AUTHOR]

The article discusses a study which looked at experience of recovery from first-episode psychosis in schizophrenia among various patients. Topics mentioned include the use of interpretative phenomenological analysis in data analysis, the role of patient support and having to care for another as contributors to patient recovery, and the increasing view of patients with schizophrenia as active agents in their own treatment.

Increasing attention is paid to impacts of HIV/AIDS on women's mental health, often framed by decontextualized psychiatric understandings of emotional distress and treatment. We contribute to the small qualitative literature extending these findings through exploring HIV/AIDS-affected women's own accounts of their distress—focusing on the impacts of social context, and women's efforts to cope outside of medical support services. Nineteen in-depth interviews were conducted with women experiencing depression or anxiety-like symptoms in a wider study of services in KwaZulu-Natal, South Africa. Thematic analysis was framed by Summerfield's emphasis on contexts and resilience. Women highlighted family conflicts (particularly abandonment by men), community-level violence, poverty and HIV/AIDS as drivers of distress. Whilst HIV/AIDS placed significant burdens on women, poverty and relationship difficulties were more central in their accounts. Four coping mechanisms were identified. Women drew on indigenous local resources in their psychological re-framing of negative situations, and their mobilisation of emotional and financial support from inter-personal networks, churches and HIV support groups. Less commonly, they sought expert advice from traditional healers, medical services or social workers, but access to these was limited. Though all tried to supplement government grants with income generation efforts, only a minority regarded these as successful. Findings support ongoing efforts to bolster strained mental health services with support groups, which often offer valuable emotional and practical support. Without parallel poverty alleviation strategies, however, support groups may sometimes offer little more than encouraging passive acceptance of the inevitability of suffering—potentially exacerbating the hopelessness underpinning women's distress. [ABSTRACT FROM AUTHOR]

Based on a two-year study of 31 young people aged 14–20 who had lost one or both parents to HIV/AIDS, in rural KwaZulu-Natal, South Africa, the article draws on an in-depth ethnographic account of a 17-year-old girl’s life process. It traces forms of care between adults and children within her family across several generations, exploring how social repertoires and forms of ritual pre-dating the HIV/AIDS epidemic are brought to bear on relationships compromised through death, dispersal and disappearance. Temporalities in relation to loss, the reconfiguration of the past and of imagined possible futures emerge from the account. [ABSTRACT FROM PUBLISHER]

The article discusses the benefits and challenges of community engagement in the development of community mental health services for common mental disorders (CMDs), presenting the lessons from a case study in a rural South African subdistrict site. Through interviews with service providers and users, it was found that community participation can contribute to culturally competent services, personal empowerment of the care recipients and promotion of the mobilization of resources and actions.