Pub Date : 2023-02-10DOI: 10.1177/09713336231152301
S. Oppong
Discussions about decolonising psychology now abound. A key perspective from which these commentaries have been written relates to a confrontation of the gatekeepers in global psychology. While this approach is valuable to end epistemological violence and other forms of injustice, it also ends up alienating influential scholars in hegemonic psychology who can magnify the impact of the decolonisation effort. In this article, I borrow from the anti-racism literature the concept of allyship to put forward a new concept of epistemological allyship (EA). I position EA to invite, but not to demand, support from and to provide guidance to gatekeepers who truly wish to support the decolonisation efforts. However, unlike the past experiences with ending slavery in which Black people were portrayed to or required to beg for freedom, this concept of EA is not to be understood in this light. Rather it should be understood to imply that while academics from the majority of the world (AMWs) are fighting their own epistemological battles, any helpful support is and should be welcome.
{"title":"Epistemological Allyship","authors":"S. Oppong","doi":"10.1177/09713336231152301","DOIUrl":"https://doi.org/10.1177/09713336231152301","url":null,"abstract":"Discussions about decolonising psychology now abound. A key perspective from which these commentaries have been written relates to a confrontation of the gatekeepers in global psychology. While this approach is valuable to end epistemological violence and other forms of injustice, it also ends up alienating influential scholars in hegemonic psychology who can magnify the impact of the decolonisation effort. In this article, I borrow from the anti-racism literature the concept of allyship to put forward a new concept of epistemological allyship (EA). I position EA to invite, but not to demand, support from and to provide guidance to gatekeepers who truly wish to support the decolonisation efforts. However, unlike the past experiences with ending slavery in which Black people were portrayed to or required to beg for freedom, this concept of EA is not to be understood in this light. Rather it should be understood to imply that while academics from the majority of the world (AMWs) are fighting their own epistemological battles, any helpful support is and should be welcome.","PeriodicalId":54177,"journal":{"name":"Psychology and Developing Societies","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47280242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.1177/09713336221115550
U. Kim, Jisun Kim
The article reviews key questions that are central to developing countries and provide a case study of South Korea (abbreviated as Korea): How could one of the poorest country in the world transform to become the 10th largest economy in the world? What are the psychological, relational, social and cultural impact of rapid economic development in Korea? How do these factors influence the subjective well-being, quality of life and happiness among three generations of Koreans? The first part of this article reviews the cultural history of Korea. The second part of this article reviews the rapid economic development that lifted Korea out of poverty into prosperity. The third part of this articles reviews the social and cultural changes that impacted the family, incentive structure and lifestyle of three generation of Koreans. The fourth part of this article reviews the impact of digital revolution on the psychological, economic and cultural life of Millennials and Gen Z (abbreviated as the MZ generation), and examine how they are different from their parent and grandparent generation. The fifth part of the articles reviews quality of life and social problems in Korea. In contrast to the economic prosperity that Koreans enjoy, the country is facing serious social problems with low marriage and fertility rate, high unemployment, divorce and suicide rate, and a bleak economic future for the MZ generation. The current situation in Korea is an example of Innovator’s Dilemma (Christensen, 2016), where the economic and political model that accelerated economic growth is serving as an obstacle to innovation and change. The fifth part of this article reviews empirical studies conducted in Korea during the past 20 years focusing on subjective well-being, quality of life and happiness. The results indicate that social support received from close relationships and self, relational and social efficacy predict high subjective well-being, quality of life and happiness. In contrast, income and socio-economic status had very little impact on subjective well-being, quality of life and happiness. For the MZ generation, friends have become much more important than their parents in promoting happiness and online social support is emerging as an important factor. The information, knowledge and skills that they obtain from the online community are changing how they view the world, relate to others and live. The MZ generation represents the most educated, globally connected and socially conscious generation. They are starting a quiet revolution, demanding changes to social inequalities, discrimination and climate change that were create by and for the baby boomer generation.
{"title":"Economic Development, Sociocultural Change and Quality of Life in Korea: Analysis of Three Generations Growing up in Colonial, Industrial and Digital Age","authors":"U. Kim, Jisun Kim","doi":"10.1177/09713336221115550","DOIUrl":"https://doi.org/10.1177/09713336221115550","url":null,"abstract":"The article reviews key questions that are central to developing countries and provide a case study of South Korea (abbreviated as Korea): How could one of the poorest country in the world transform to become the 10th largest economy in the world? What are the psychological, relational, social and cultural impact of rapid economic development in Korea? How do these factors influence the subjective well-being, quality of life and happiness among three generations of Koreans? The first part of this article reviews the cultural history of Korea. The second part of this article reviews the rapid economic development that lifted Korea out of poverty into prosperity. The third part of this articles reviews the social and cultural changes that impacted the family, incentive structure and lifestyle of three generation of Koreans. The fourth part of this article reviews the impact of digital revolution on the psychological, economic and cultural life of Millennials and Gen Z (abbreviated as the MZ generation), and examine how they are different from their parent and grandparent generation. The fifth part of the articles reviews quality of life and social problems in Korea. In contrast to the economic prosperity that Koreans enjoy, the country is facing serious social problems with low marriage and fertility rate, high unemployment, divorce and suicide rate, and a bleak economic future for the MZ generation. The current situation in Korea is an example of Innovator’s Dilemma (Christensen, 2016), where the economic and political model that accelerated economic growth is serving as an obstacle to innovation and change. The fifth part of this article reviews empirical studies conducted in Korea during the past 20 years focusing on subjective well-being, quality of life and happiness. The results indicate that social support received from close relationships and self, relational and social efficacy predict high subjective well-being, quality of life and happiness. In contrast, income and socio-economic status had very little impact on subjective well-being, quality of life and happiness. For the MZ generation, friends have become much more important than their parents in promoting happiness and online social support is emerging as an important factor. The information, knowledge and skills that they obtain from the online community are changing how they view the world, relate to others and live. The MZ generation represents the most educated, globally connected and socially conscious generation. They are starting a quiet revolution, demanding changes to social inequalities, discrimination and climate change that were create by and for the baby boomer generation.","PeriodicalId":54177,"journal":{"name":"Psychology and Developing Societies","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42156808","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.1177/09713336221115532
Amanda K. Steele, Ira J. Roseman
To aid in understanding the determinants of negative interpersonal and intergroup behaviours, this research tested theories specifying which appraisals of events would be associated with distinct negative emotions felt towards other individuals. To test hypotheses, we analysed survey responses from 128 MTurk workers and undergraduates in the USA who wrote about current and prior experiences of either anger, contempt, dislike, or hatred, and rated scales measuring hypothesised appraisals and emotional responses. As predicted, anger was associated with perceiving another person as blocking one’s goals, whereas contempt was associated with perceiving another person as beneath one’s standards; and anger, contempt, dislike, and hatred were each associated with perceiving events as motive-inconsistent and caused by another person. However, only one item measuring prospective control fit the predicted pattern of anger and contempt involving higher control potential than dislike and hatred. These results replicate and extend previous findings on appraisal-emotion relationships in India and the United States. Similarities and differences across cultures in appraisal-emotion relationships are discussed and applied to intergroup relations in developing societies.
{"title":"Appraisals Associated with Interpersonal Negative Emotions: What Distinguishes Anger, Contempt, Dislike, and Hatred?","authors":"Amanda K. Steele, Ira J. Roseman","doi":"10.1177/09713336221115532","DOIUrl":"https://doi.org/10.1177/09713336221115532","url":null,"abstract":"To aid in understanding the determinants of negative interpersonal and intergroup behaviours, this research tested theories specifying which appraisals of events would be associated with distinct negative emotions felt towards other individuals. To test hypotheses, we analysed survey responses from 128 MTurk workers and undergraduates in the USA who wrote about current and prior experiences of either anger, contempt, dislike, or hatred, and rated scales measuring hypothesised appraisals and emotional responses. As predicted, anger was associated with perceiving another person as blocking one’s goals, whereas contempt was associated with perceiving another person as beneath one’s standards; and anger, contempt, dislike, and hatred were each associated with perceiving events as motive-inconsistent and caused by another person. However, only one item measuring prospective control fit the predicted pattern of anger and contempt involving higher control potential than dislike and hatred. These results replicate and extend previous findings on appraisal-emotion relationships in India and the United States. Similarities and differences across cultures in appraisal-emotion relationships are discussed and applied to intergroup relations in developing societies.","PeriodicalId":54177,"journal":{"name":"Psychology and Developing Societies","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47310827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.1177/09713336221118122
Chetan Sinha
{"title":"Girishwar Misra, Nilanjana Sanyal and Sonali De, Psychology in Modern India: Historical, Methodological, and Future Perspectives. Springer Nature, 2021, 534 pp., €129.99. ISBN: 9789811647048.","authors":"Chetan Sinha","doi":"10.1177/09713336221118122","DOIUrl":"https://doi.org/10.1177/09713336221118122","url":null,"abstract":"","PeriodicalId":54177,"journal":{"name":"Psychology and Developing Societies","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47713180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.1177/09713336221118121
R. Mishra
This article examines the differences and similarities in the conception of child competence held by mothers of the Adivasi 1 and non-Adivasi cultural groups of Indian society. Two hundred mothers,100 from each group, who had a school-going child between 7 and 8 years of age (range = 6.5 – 8.5 years), served as respondents. The Adivasi mothers belonged to the Kharwar group, whereas the non-Adivasi mothers were all Hindus and belonged to Yadav and Bania caste groups. Respondents from both groups lived in the same villages. A mother’s conception of ‘competence’ was assessed by asking each mother to imagine a child of 7–8 years who she thought was ‘doing well’ and then point out the domains in which the child was ‘doing well’. It was found that mothers of both groups considered physical and social domains significant to the same degree. The non–Adivasi mothers, more than the Adivasi mothers, used cognitive competence to conceptualise competence, while the Adivasi mothers emphasised, emotional and self-related domains for defining competence. Certain important differences within the sub-domains of each of the five main domains between the two groups were also found. Differences in defining child competence between Adivasi and non-Adivasi mothers are understood in terms of parental ethno-theories and eco-cultural approach.
{"title":"Maternal Ideas About Child Competence in Two Cultural Groups of the Indian Society","authors":"R. Mishra","doi":"10.1177/09713336221118121","DOIUrl":"https://doi.org/10.1177/09713336221118121","url":null,"abstract":"This article examines the differences and similarities in the conception of child competence held by mothers of the Adivasi 1 and non-Adivasi cultural groups of Indian society. Two hundred mothers,100 from each group, who had a school-going child between 7 and 8 years of age (range = 6.5 – 8.5 years), served as respondents. The Adivasi mothers belonged to the Kharwar group, whereas the non-Adivasi mothers were all Hindus and belonged to Yadav and Bania caste groups. Respondents from both groups lived in the same villages. A mother’s conception of ‘competence’ was assessed by asking each mother to imagine a child of 7–8 years who she thought was ‘doing well’ and then point out the domains in which the child was ‘doing well’. It was found that mothers of both groups considered physical and social domains significant to the same degree. The non–Adivasi mothers, more than the Adivasi mothers, used cognitive competence to conceptualise competence, while the Adivasi mothers emphasised, emotional and self-related domains for defining competence. Certain important differences within the sub-domains of each of the five main domains between the two groups were also found. Differences in defining child competence between Adivasi and non-Adivasi mothers are understood in terms of parental ethno-theories and eco-cultural approach.","PeriodicalId":54177,"journal":{"name":"Psychology and Developing Societies","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42554063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.1177/09713336221118123
Minati Panda
This paper advocates a concept, “Multilingual Intelligence” (MI), for understanding human mind in economically challenging multilingual societies of developing nations. It examines the social, cognitive and intersubjective resources a multilingual society generates, and how these contribute to the development of human intellect. The attempt here is not to replace ontologically bounded imaginaries of old concepts and theories of intelligence with a new one, but to look at human intelligence from another lens of human capacity to trans-/multilanguage. This paper discusses two paradigmatic cases - a “Multilingual Urban Poor (MUP)” and a “Multilingual Tribal Child (MTC)”- to conceptualise Multilingual Intelligence. The logic for MI is derived from the observation that because multilinguality and orality are commonplace in most societies in India, a speaker constantly trans/multi-languages and transknowledges. She reads the minds and linguistic behaviour of the interlocutors before speaking, switches between languages to enhance mutual intelligibility and, perennially lives in the realm of translation. These social-cognitive activities generate an enormous amount of cognitive flexibility, working memory, and higher inferential and metacognitive skills, making it more possible for the children to be intersubjectively attuned. Multilingual children develop a worldview that is founded primarily on connections and not on separation. Extending the two paradigmatic cases to children from other multilingual communities, this paper reflexively engages with how linguistic diversity and constraints impact human intelligence and creativity, and, if so, what should be our politics of human psychology, education and liberation.
{"title":"Multilingual Intelligence: The Politics of Poverty, Desire and Educational Reform","authors":"Minati Panda","doi":"10.1177/09713336221118123","DOIUrl":"https://doi.org/10.1177/09713336221118123","url":null,"abstract":"This paper advocates a concept, “Multilingual Intelligence” (MI), for understanding human mind in economically challenging multilingual societies of developing nations. It examines the social, cognitive and intersubjective resources a multilingual society generates, and how these contribute to the development of human intellect. The attempt here is not to replace ontologically bounded imaginaries of old concepts and theories of intelligence with a new one, but to look at human intelligence from another lens of human capacity to trans-/multilanguage. This paper discusses two paradigmatic cases - a “Multilingual Urban Poor (MUP)” and a “Multilingual Tribal Child (MTC)”- to conceptualise Multilingual Intelligence. The logic for MI is derived from the observation that because multilinguality and orality are commonplace in most societies in India, a speaker constantly trans/multi-languages and transknowledges. She reads the minds and linguistic behaviour of the interlocutors before speaking, switches between languages to enhance mutual intelligibility and, perennially lives in the realm of translation. These social-cognitive activities generate an enormous amount of cognitive flexibility, working memory, and higher inferential and metacognitive skills, making it more possible for the children to be intersubjectively attuned. Multilingual children develop a worldview that is founded primarily on connections and not on separation. Extending the two paradigmatic cases to children from other multilingual communities, this paper reflexively engages with how linguistic diversity and constraints impact human intelligence and creativity, and, if so, what should be our politics of human psychology, education and liberation.","PeriodicalId":54177,"journal":{"name":"Psychology and Developing Societies","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45977272","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-18DOI: 10.1177/09713336221115553
Melissa R. Freire
Cognitive psychological research provides an evidence-based understanding of human cognition. For example, it can inform an understanding of how phonological awareness, visuospatial processing and working memory facilitate reading. However, the evidence base around reading acquisition is constructed from a Western, Educated, Industrialised, Rich and Democratic (WEIRD) perspective, with little consideration for whether such evidence extends to Australian Indigenous populations. Given the recognised need to improve literacy outcomes for Indigenous children, there is an applied benefit in conducting cognitive research to better understand how language, culture or context might influence the development of neurocognitive processes underlying reading in remote Indigenous communities. However, it is essential that cultural cognitive research be conducted in a culturally fair and culturally safe manner. This requires critiquing and challenging standard cognitive research approaches and methodologies. Here I reflect on research that investigated neurocognitive factors associated with reading in an Indigenous context. I highlight the disjuncture between cognitive psychological research and Indigenous custom and practice and suggest that culturally safe cognitive research must embed Indigenous ways of knowing, being and doing. I assert that to work alongside Indigenous researchers as allies, non-Indigenous researchers must develop intercultural research skills. This includes building cultural competence and engaging in critical self-reflexivity.
{"title":"Psychological Research in an Australian Remote Indigenous Context: Towards a Culturally Safe Cognitive Research Approach","authors":"Melissa R. Freire","doi":"10.1177/09713336221115553","DOIUrl":"https://doi.org/10.1177/09713336221115553","url":null,"abstract":"Cognitive psychological research provides an evidence-based understanding of human cognition. For example, it can inform an understanding of how phonological awareness, visuospatial processing and working memory facilitate reading. However, the evidence base around reading acquisition is constructed from a Western, Educated, Industrialised, Rich and Democratic (WEIRD) perspective, with little consideration for whether such evidence extends to Australian Indigenous populations. Given the recognised need to improve literacy outcomes for Indigenous children, there is an applied benefit in conducting cognitive research to better understand how language, culture or context might influence the development of neurocognitive processes underlying reading in remote Indigenous communities. However, it is essential that cultural cognitive research be conducted in a culturally fair and culturally safe manner. This requires critiquing and challenging standard cognitive research approaches and methodologies. Here I reflect on research that investigated neurocognitive factors associated with reading in an Indigenous context. I highlight the disjuncture between cognitive psychological research and Indigenous custom and practice and suggest that culturally safe cognitive research must embed Indigenous ways of knowing, being and doing. I assert that to work alongside Indigenous researchers as allies, non-Indigenous researchers must develop intercultural research skills. This includes building cultural competence and engaging in critical self-reflexivity.","PeriodicalId":54177,"journal":{"name":"Psychology and Developing Societies","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43578957","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-09DOI: 10.1177/09713336221115531
N. Hopkins
This paper takes as its focus the need for psychologists to take issues of culture seriously. In doing so, it is important that psychologists adopt a critical approach to many widely held and taken-for-granted assumptions about culture and cultural processes. In particular, there is a pressing need to explore the ways in which constructions of culture routinely feature in the marginalisation of minority group members. Using examples drawn from the UK, I explore how cultural diversity can be represented by majority group members to question others’ belonging within the national community. In turn, I consider the implications of this for minority group members’ everyday (informal) experiences of citizenship (e.g. their ability to be heard in discussions about the nation and the challenges it faces). I also consider minority group members’ experiences of such marginalisation and the various ways in which exclusionary constructions of culture and belonging may be contested.
{"title":"Identity Matters: A Social Psychology of Everyday Citizenship","authors":"N. Hopkins","doi":"10.1177/09713336221115531","DOIUrl":"https://doi.org/10.1177/09713336221115531","url":null,"abstract":"This paper takes as its focus the need for psychologists to take issues of culture seriously. In doing so, it is important that psychologists adopt a critical approach to many widely held and taken-for-granted assumptions about culture and cultural processes. In particular, there is a pressing need to explore the ways in which constructions of culture routinely feature in the marginalisation of minority group members. Using examples drawn from the UK, I explore how cultural diversity can be represented by majority group members to question others’ belonging within the national community. In turn, I consider the implications of this for minority group members’ everyday (informal) experiences of citizenship (e.g. their ability to be heard in discussions about the nation and the challenges it faces). I also consider minority group members’ experiences of such marginalisation and the various ways in which exclusionary constructions of culture and belonging may be contested.","PeriodicalId":54177,"journal":{"name":"Psychology and Developing Societies","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47737720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.1177/09713336221083048
Vindhya Undurti, Sunayana Swain, P. Kapse, N. Sule
Farmers’ suicides in India, exemplifying the agrarian crisis, have been a contemporary cause of grave concern. The Vidarbha Psychosocial Support and Care Program (VPSCP) in western India is an example of a psychosocial intervention being implemented to address the psychological consequences of adverse circumstances triggered by the agrarian distress of farmers through a multi-pronged strategy of delivery of mental health care services to those in need dovetailed with livelihood/employment support schemes. This article, which forms part of a larger evaluation carried out on the impact and effectiveness of the VPSCP, focuses primarily on the process and functioning of the programme; its strengths and challenges through the perspectives of key stakeholders; and perceptions of psychosocial stress in the community. Although firmer linkages with the government health care programme and with employment support/welfare schemes is needed, the VPSCP can be taken as a viable template for the integration of socio-economic determinants and mental health concerns in the agrarian context in order to reduce the incidence of suicide.
{"title":"Farmers’ Suicides and Psychosocial Intervention","authors":"Vindhya Undurti, Sunayana Swain, P. Kapse, N. Sule","doi":"10.1177/09713336221083048","DOIUrl":"https://doi.org/10.1177/09713336221083048","url":null,"abstract":"Farmers’ suicides in India, exemplifying the agrarian crisis, have been a contemporary cause of grave concern. The Vidarbha Psychosocial Support and Care Program (VPSCP) in western India is an example of a psychosocial intervention being implemented to address the psychological consequences of adverse circumstances triggered by the agrarian distress of farmers through a multi-pronged strategy of delivery of mental health care services to those in need dovetailed with livelihood/employment support schemes. This article, which forms part of a larger evaluation carried out on the impact and effectiveness of the VPSCP, focuses primarily on the process and functioning of the programme; its strengths and challenges through the perspectives of key stakeholders; and perceptions of psychosocial stress in the community. Although firmer linkages with the government health care programme and with employment support/welfare schemes is needed, the VPSCP can be taken as a viable template for the integration of socio-economic determinants and mental health concerns in the agrarian context in order to reduce the incidence of suicide.","PeriodicalId":54177,"journal":{"name":"Psychology and Developing Societies","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42246175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.1177/09713336221080626
J. Sinha
Making more money is the most dominant response to cope with actual, perceived or imagined scarcities. For the poor, it is a means to survive in extremely adverse conditions and to struggle to cross over the poverty line into the lower middle class; for the affluent middle class, it is a way to catch up with and overtake friends, relatives and neighbours by being able to have more expensive possessions and exciting experiences; and for the super-rich, it is a show of arrogance and a response to the imagined sense of still not having enough for an endless chase of unbridled ambitions. Money is a leading physical resource for building human resources by widening access to good education, adequate health care and sustainable livelihood as well as showing off one’s superiority. It has a curvilinear relationship with social resources where having too much or too little money erodes social sensitivity and bonding. The article makes a number of conjectures to stimulate research in future.
{"title":"Responses to Actual, Perceived and Imagined Scarcities","authors":"J. Sinha","doi":"10.1177/09713336221080626","DOIUrl":"https://doi.org/10.1177/09713336221080626","url":null,"abstract":"Making more money is the most dominant response to cope with actual, perceived or imagined scarcities. For the poor, it is a means to survive in extremely adverse conditions and to struggle to cross over the poverty line into the lower middle class; for the affluent middle class, it is a way to catch up with and overtake friends, relatives and neighbours by being able to have more expensive possessions and exciting experiences; and for the super-rich, it is a show of arrogance and a response to the imagined sense of still not having enough for an endless chase of unbridled ambitions. Money is a leading physical resource for building human resources by widening access to good education, adequate health care and sustainable livelihood as well as showing off one’s superiority. It has a curvilinear relationship with social resources where having too much or too little money erodes social sensitivity and bonding. The article makes a number of conjectures to stimulate research in future.","PeriodicalId":54177,"journal":{"name":"Psychology and Developing Societies","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47903202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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