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The drives to internationalise the UK curriculum and psychology students' desires to work in communities are brought together in this paper. International community-based learning (ICBL) links with many psychology students' motivations to make contributions to others; with the potential to enhance students' learning and cultural sensitivities. The recently-developed literature on international service learning highlights multiple benefits for students (and sometimes community hosts), as well as the potential tensions that need to be negotiated. With the intentions of creating global citizens interested in social justice, community-based engagement can sometimes reinforce preconceived notions. In addition, benefits to the host communities may only be short-term or questionable, with less research on community partners' perspectives than on those of the students. This paper describes work with UK psychology students who undertook CBL in four different international settings (2008--2015); illustrating the complexities of setting up, facilitating and supporting students' CBL. It will then focus on two African settings (South Africa and Tanzania), with data drawn from group discussions with students, post-experience reflections, observations by the accompanying tutor and feedback from community partners. The findings show the richness of students' learning through CBL in both settings, including deeper insight into applications of psychological theory, the skills they enhanced and the emotional impacts of the work. Students reported changed perspectives, including greater awareness of social issues that impacted on their attitudes. The findings are explored and compared, using tools from Activity Theory, to illustrate points of confluence and tensions in such initiatives, when students, community partners and academic staff members interact. The discussion will reflect on what might guide the integration and optimising of ICBL to benefit both students and community partners.

This study sought to explore the impact of ending therapy on counsellors working with children in schools. Five counsellors were interviewed and their responses were analysed using interpretative phenomenological analysis. Four master themes emerged, one of which, empathic identification, is the focus of this paper. The findings of this study suggest that the counsellor's experience of ending therapy can evoke long-term powerful emotions.

An editorial is presented on enforcement implying sufficient infrastructure within a particular psychological association. Topics include offering insights into similarities and differences among the different countries comparing to previous, western-focused, literature; and research components associated with informed consent, multiple relationships, and confidentiality.

An editorial is presented on rapid increase in the globalization of professions. Topics include ethical practice being at the core of the discipline of psychology and often one of the first modules covered in introductory training; and principle such as integrity or a standard such as confidentiality commonly found across psychological ethics codes.

Community engagement (CE) at Rhodes University (RU) and community psychology draw on similar principles: using an asset‐based community development approach; recognising and drawing on the skills, capabilities, and knowledge of all parties, which they contribute to a partnership. Working from a strategic model of engagement, mutuality is foreground in all CE activities, where both student volunteers and community partners jointly benefit from the engagement. This paper examines CE at RU and how CE principles are translated into practise, using Siyakhana@Makana (S@M) as a case study. In S@M, a 19‐week‐long volunteer programme, community partners and student volunteers are jointly involved in planning, executing, and evaluating CE activities together. This paper illustrates how being involved in such CE activities has enabled community partners to mobilise for effective change in their communities. Community partners reflect on how they have been empowered to taken on leadership roles, addressing local challenges in collaborative ways, while drawing on the skills and knowledge that they have gained through their engagements in S@M. This resonates with the social action model of community psychology, a participatory approach that seeks to mobilise people to bring about change in the contexts in which they live. [ABSTRACT FROM AUTHOR]

Counseling psychology in South Africa is undergoing significant changes, much like the country itself. The authors examine the state of counseling psychology in South Africa through discussion of both its racial history and present-day positions. The history of psychology cannot be devoid of its politicized past, and remnants of its history are found today, though much has changed. Current issues such as HIV/AIDS, educational legacies, and mistrust by the majority population now influence counseling psychology's direction and focus. Training issues become important in a country undergoing such changes, and counseling psychology's relationship to educational psychology and clinical psychology is addressed, along with its role within the indigenous community. Counseling psychology in South Africa is a microcosm for many of the struggles that U.S. counseling psychology faces. It is recommended that counseling psychologists in South Africa become more proactive to be further recognized as a useful entity and better serve community needs. Recognition can be accomplished by better alignment with medicine, forming working groups, becoming more politicized, and emphasizing the rich cultural diversity that exists in the country through training and outreach.

Counseling psychology in South Africa is undergoing significant changes, much like the country itself. The authors examine the state of counseling psychology in South Africa through discussion of both its racial history and present-day positions. The history of psychology cannot be devoid of its politicized past, and remnants of its history are found today, though much has changed. Current issues such as HIV/AIDS, educational legacies, and mistrust by the majority population now influence counseling psychology's direction and focus. Training issues become important in a country undergoing such changes, and counseling psychology's relationship to educational psychology and clinical psychology is addressed, along with its role within the indigenous community. Counseling psychology in South Africa is a microcosm for many of the struggles that U.S. counseling psychology faces. It is recommended that counseling psychologists in South Africa become more proactive to be further recognized as a useful entity and better serve community needs. Recognition can be accomplished by better alignment with medicine, forming working groups, becoming more politicized, and emphasizing the rich cultural diversity that exists in the country through training and outreach.

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In the South African context of high HIV prevalence, sexual relationships are entwined with risk. This qualitative study in a rural context examined how young people negotiate sexual practices and engage with this risk. Data was gathered from men and women (aged 15 to 33) in eight focus groups and 11 individual interviews. Abdication of self-care and deprioritization of self in the negotiation of safe sexual practices are reformulated into an understanding of the varied investments that young people make in particular kinds of sexual relationships. Sexual activity was found to underpin social reputation and identity production. In the trade-off between health protection and group membership, identity was related to investments in relationships that secured status for both genders. Future health-related interventions would need to work with other constructions of self in sexual relationships. [ABSTRACT FROM AUTHOR]

Community engagement (CE) has been noted as an important means of enhancing students' experiences in undergraduate programmes, because this promotes interdisciplinary conversations. In addition, it has the potential to challenge the colonial forms of disciplinary knowledge that have dominated thus far, and may play an important role as we seek to Africanise the curriculum. The Early Childhood Development (ECD) Residence Programme is a CE programme at Rhodes University, where community partners from ECD centres engage with student volunteers, over a period of one year. Such programmes are co-managed between the Rhodes University CE (RUCE) Division and community partners, as well as between community partners and student volunteers from a variety of programmes of study. This, it is hoped, translates into the building of mutually beneficial relationships. However, what do these relationships actually mean for the students and partners, and what are their benefits and challenges? Using the ECD Residence Programme as a case study, this paper argues that CE at Rhodes University is centred on the ethics of Ubuntu. Findings from an initial round of interviews and a focus group illustrate that the community partners and student volunteers build long-term, meaningful, and mutually beneficial relationships that extend beyond the boundaries of the CE activities in which they are involved. These relationships are based on values that include communication, respect, love, and care. This paper illustrates how mutually beneficial relationships are key to building and sustaining successful CE partnerships. We further note the potential for Ubuntu in CE to be transformative. [ABSTRACT FROM AUTHOR]