Scielo RSS <![CDATA[Psychology in Society]]> http://www.scielo.org.za/rss.php?pid=1015-604620110002&lang=es vol. num. 42 lang. es <![CDATA[SciELO Logo]]> http://www.scielo.org.za/img/en/fbpelogp.gif http://www.scielo.org.za http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S1015-60462011000200001&lng=es&nrm=iso&tlng=es <![CDATA[<b>Dangerous liaisons</b>: <b>a dialogue about ties that bind and lines that divide</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S1015-60462011000200002&lng=es&nrm=iso&tlng=es This article offers a dialogical exploration of "race" and national identity. The argument is developed along three trajectories: 1) theoretical, drawing on the insights of Anderson, Appiah, Gilroy, Mama, Nussbaum, Ratele and others; 2) empirical, drawing on narrative interviews with black participants of different national origin, and on practical development work with South African youth; 3) personal, reflecting dynamism and oscillation in our individual positions in dialogue with one another. Bradbury's initial position that in a society like South Africa, the "imagined community" (Anderson, 1983) of the nation may serve to undercut divisions based on "race" (and class), is challenged by the emergence of xenophobic difference. Ndlovu's initial position that black identity is fragmented and multiple, is challenged by the possibilities for identifications based on "race" to overcome lines of difference drawn by national or other dimensions of identity. By juxtaposing our positions, we argue that neither "race" nor national identity can be simply erased and that, although there are both theoretical difficulties and political dangers entailed in these identifications, fluid and contingent interpretations may offer emancipatory possibilities. <![CDATA[<b>Social class and psychotherapy</b>: <b>a critical reading of Thomas Szasz's <i>The ethics of psychoanalysis</i></b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S1015-60462011000200003&lng=es&nrm=iso&tlng=es This paper aims to offer a critical reading of Thomas S. Szasz's The ethics of psychoanalysis: The theory and method of autonomous psychotherapy (1965 / 1988a). In particular, the critical reading is focused on revealing and investigating the presence of attitudinal biases and beliefs pertaining to the social class of psychotherapy. It will be argued that in Szasz forwarding his thesis, a number of statements regarding social class are raised. In particular, and for the purposes of this paper, the key focus will be an investigation of Szasz's proclamation that the poor and uneducated do not need psychoanalysis but require freedom, knowledge and skills. The paper will argue that this statement may not necessarily be presenting an attitudinal bias or belief against the poor and uneducated. Rather, Szasz is professing the nature and limitations of psychotherapy. Nonetheless, Szasz's text still reflects attitudinal biases through the disapproval of the efforts made by Sigmund Freud to make psychotherapy available to all people. <![CDATA[<b>Does belonging matter?</b>: <b>Exploring the role of social connectedness as a critical factor in students' transition to higher education</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S1015-60462011000200004&lng=es&nrm=iso&tlng=es Widening access to Higher Education throughout the world has meant an increase in the number of students who do not necessarily have the types of capital that universities require. This means an increasing need to engage with the issues that separate students from connecting with their modes and places of learning. This paper describes a successful Academic Development programme that is focused on equity students in the Commerce Faculty at the University of Cape Town (South Africa). The programme actively promotes academic and affective factors that will contribute toward affirming students' identity and developing a learning community. The paper reports on the results of a research project that combined qualitative and quantitative research methods to investigate how fostering social connectedness impacts on the transition of students to higher education and their academic performance. http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S1015-60462011000200005&lng=es&nrm=iso&tlng=es