This book describes how those individuals who are often most marginalised in postcolonial societies draw on age-old, non-western knowledge systems to adapt to the hardships characteristic of unequal societies in transformation. It highlights robust indigenous pathways and resilience responses used by elders and young people in urban and rural settings in challenging Southern African settings (South Africa, Namibia, Lesotho and Swaziland) to explain an Indigenous Psychology theory. Flocking (rather than fighting, fleeing, freezing or fainting) is explained as a default collectivist, collaborative and pragmatic social innovation to provide communal care and support when resources are constrained, and needs are par for the course. Flocking is used to address, amongst others, climate change (drought and energy use in particular), lack of household income and securing livelihoods, food and nutrition, chronic disease (specifically HIV / AIDS and tuberculosis), barriers to access services(education, healthcare, social welfare support), as well as leisure and wellbeing. The book further deliberates whether the continued use of such an entrenched socio-cultural response mollifies citizens and decision-makers into accepting inequality, or whether it could also be used to spark citizen agency and disrupt longstanding structural disparities.

If you are curious about Educational Psychology, this book is for you. You can read the chapters in any sequence, or you can start at the beginning, because this book provides myriad keys to the wonderful variety of themes in Educational Psychology today. Written by leading psychologists, researchers and practitioners, this book focuses on all the positive constructs in Educational Psychology and reflects on the wide range of strengths, assets and resources available to the educational psychologist. Each chapter presents an integrated overview, cutting-edge definitions of key concepts, quotations from professionals and students, and reflective questions to guide your practice. Written primarily by South Africans, this book is particularly relevant to the local environment and presents practical application strategies. Indigenous knowledge is infused with international perspectives, and equal emphasis is placed on the learner and on the social context, on assessment and intervention, and on theory and practice. The book is extremely accessible to students, but will also be invaluable for teachers, psychologists, researchers and health professionals.

This volume serves as a handbook for psychology professors around the globe who aim to internationalize and diversify their courses and curricula, and who seek innovative ideas to enrich their teaching. The work provides an overview of psychology's globalization, and offers a broad range of suggestions for psychology instructors aiming to internationalize their undergraduate and graduate courses. Topics covered here include practical tips to diversify specific courses, such as abnormal psychology, lifespan development, and psychotherapy, and innovative methods of assessment of student learning. Additionally, a number of chapters focus on describing the training of psychologists, and the history and future of psychology education in various nations and regions. Co-edited by five distinguished, international academics, the thirty-five chapters represent each major geographic region of the world, with authors based in nations in Africa, Asia, Australia and New Zealand, Europe, Latin America, the Middle East and North America. Instructors of cross cultural, cultural, and international psychology and of multicultural education will be especially interested in the book, as will program evaluators, policy makers, and university administrators.

As psychologists we have come to realise that the initial approach that we choose in our interventions takes us down a certain path.

In this edition the authors explore practices of proven worth and challenging contexts for interventions. On the theoretical side, the title examines how life skills and assets are widely used in current discourses in psychology and education.