Educators’ relational experiences with learners identified with fetal alcohol spectrum disorder

The focus of this research is educators’ relational experiences with learners presumed to have Fetal Alcohol Spectrum Disorder (FASD) in a South African school community. Although relational interaction (usually seen as trusting and caring) is an integral aspect of the learning environment, relational functioning within this context is seriously challenged when educators are working with FASD learners. A qualitative approach was used and 14 educators were selected as participants from a rural school community in the Western Cape Province. Data were collected via semi-structured individual interviews and two focus groups. Thematic analysis of the data revealed that the relational quality of educators’ experiences is determined by their practical knowledge of the limited intellectual abilities, and impaired social functioning within the learning environment of learners with FASD; the negative impact of these experiences on educators’ personal resources and job satisfaction; and, educators’ relational experiences with learners identified with FASD entail a unique blend of challenges and competencies. Recommendations include specialised training for all South African educators to deal with the particular educational requirements of learners with FASD, and the requisite relational competencies, so as to actualise these learners’ full potential.Keywords: educators; learners identified with Fetal Alcohol Spectrum Disorder (FASD); learning environment; relations; social skills; wellbein

Vroeë adolessente se persepsies van hulle primêre versorgers se betrokkenheid by die skoolgemeenskap in 'n hoë-risiko gemeenskap

Early adolescents’ perceptions of their primary care-givers’ involvement as to the school context in a high-risk community is important for their relational and personal well-being. Although school performance is of crucial importance concerning positive youth development, many South African adolescents are still part of the high incidence of repeating grades and drop-out statistics. The study was conducted within the theoretical framework of positive psychology to explore resources aimed at higher levels of well-being. The qualitative method was used, and participants between the ages of twelve and fourteen years of age, of one school in a high-risk community, were selected.. Demographic information shows that the primary care-givers of most participants are not their biological parents. Findings indicate that early adolescents’ perceptions of family imply the providing of basic needs as a requirement for school involvement. Also, the mostly negative emotional nature of home and learning environment interactions, adds to negative patterns which are associated with a high-risk community. This study offers an important contribution to Positive Psychology towards the understanding of early adolescents’ relational well-being and its context. Recommendations include guidelines for interventions while taking into account external as well as internal factors.Keywords: Early adolescents, primary care-givers, school community, high-risk community  Abstrak: Vroeë adolessente se persepsies van hul primêre versorgers se betrokkenheid by die skoolkonteks in ‘n hoë-risiko gemeenskap is bepalend vir hul verhoudings- en persoonlike welstand. Alhoewel skoolprestasie van deurslaggewende belang is om positiewe jeugontwikkeling te bewerkstellig, is vele Suid-Afrikaanse adolessente steeds deel van die hoë voorkoms van herhaal-enuitvalstatistiek. Die studie is gedoen binne die teoretiese raamwerk van die positiewe sielkunde om hulpbronne te verken wat welstand kan bevorder. Die kwalitatiewe metode is gebruik, en deelnemers tussen die ouderdomme twaalf en veertien jaar oud, verbonde aan een skool in ‘n hoë-risiko gemeenskap, is gekies. Demografiese inligting toon dat die meeste deelnemers se primêre versorgers nie hul biologiese ouers is nie. Bevindings toon dat vroeë adolessente se persepsies van familie die voorsiening van basiese behoeftes as ‘n vereiste vir skoolbetrokkenheid behels. Die hoofsaaklik negatiewe emosionele aard van skool-en-huis interaksies dra by tot negatiewe patrone wat met ‘n hoë-risiko omgewing geassosieer word. Hierdie studie lewer ‘n belangrike bydrae tot die Positiewe Sielkunde, aangesien waardevolle inligting verkry is sodat vroeë adolessente se verhoudingswelstand binne konteks verstaan kan word. Aanbevelings behels riglyne vir intervensies met die inagneming van eksterne asook interne faktore. Trefwoorde: Vroeë adolessente, primêre versorgers, skoolgemeenskap, hoë-risiko gemeenskaphttps://doi.org/10.19108/KOERS.80.2.222

EXPLORING THE ROLE OF JOB RESOURCES IN THE WELL-BEING OF WOMEN ACADEMICS IN THE WORKPLACE

Despite several changes in the workplace, women still face unique challenges with harmful effects on their well-being. Job resources are a crucial buffer between job demands and workplace well-being. The aim of this article is to present the findings of a qualitative study on women academics’ experiences of workplace well-being in relation to job resources. An exploratory and descriptive research design was used to investigate in what ways job resources contribute to women academics’ perceptions of workplace well-being. Purposive sampling was conducted at a top-rated university in South Africa. Data were gathered through twelve semi-structured interviews. Findings revealed that women academics value a variety of job resources associated with psychological, social, physical, and organisational resources. The study also revealed the inherent job resources creating strains on women’s well-being in the workplace. It is recommended that higher education institutions focus on workplace well-being from a practice, organisational, and policy perspective

Exploring educators’ experiences of the social functioning of learners in middle childhood

In the research reported on here we explored educators’ experiences of learners’ social functioning in middle childhood in a South African context. Educators are important socialisation agents for learners in middle childhood, and we reasoned that they could offer valuable information to identify those key social skills and competencies that learners in this life phase need to function optimally. A qualitative exploratory design was used. Twenty-nine educators were purposefully selected as participants from 4 school districts in a demarcated area in the North-West province. Data were collected via 4 focus group interviews, with each focus group interview including the educators of 1 school per district. Thematic analysis of the data revealed the embeddedness of learners’ social functioning in the complex blend of South Africa’s unequal contexts and diverse cultures; the demonstration of inappropriate and appropriate behaviour as indicators of learners’ quality of social functioning in the learning environment; and the imperative to intentionally develop and strengthen the social skills and emotional competencies of learners in middle childhood. We recommend that learners in middle childhood be supported to acquire higher levels of social competence, in particular skills of communication and listening, conflict management, and problem-solving to improve innate social functioning

Exploring the lived experiences of seasonally unemployed parents in the Gouda area

The aim of this qualitative study was to explore and describe the lived experiences of seasonally unemployed parents in the Gouda area of the Western Province. Positive psychology provided the theoretical framework. A qualitative descriptive research design was used and seven adult parents were selected purposefully. Thematic data analysis focused on the inductive coding of collected data. Findings indicate that seasonally unemployed parents experience periods of employment and unemployment as distinctly different. Yet their experiences during periods of being employed or not are described as a series of challenges varying in degrees of difficulty for parents and their children

A wellness programme for mothers living in a high-risk community in the Western Cape to promote their personal and parental competencies

Thesis (DPhil)--Stellenbosch, 2020.ENGLISH ABSTRACT: This research aimed to design, implement and evaluate a wellness programme for mothers living in a high-risk community in the Western Cape to promote their personal and parental strengths via participatory action research. Parenting programmes have gained more general interest in the 21stcentury due to an increasing trend to look at parenting and childrearing practices as the solution for extant social problems. In planning to develop a parenting programme for mothers in a particular community, called Delft, a contextual understanding of structural conditions was evident. Recent statistics have shown that most South African children are living and growing up in single-parent households with mainly mothers/grandmothers/aunts as heads of households. Hence the mental health and functioning of mothers (female caregivers), in particular, are important objectives for parenting programmes in the South African context. The need for the development and evaluation of a wellness programme for mothers in Delft was based onexisting SA research. While parenting programmes are implemented widely in high income countries, there is scant evidence of the application of such programmes in developing countries in Africa. The World Health Organisation has recommended parenting interventions among the key strategies for violence reduction within the family in low-and-middle income countries. South African researchers proposedthat contextual information should be used progressively to enhance structural, personal and programmatic facilitators and to mitigate possible barriers to the intervention programme. Community Psychology endorses the praxis of methods/techniques associated with participatory action research. A case-study design was used and contextual data were collected via a multi-methods participatory approach, which involved: a photo-voice technique where mother participants provided information about the external assets/resources and the needs of the various areas of the high-risk community; a retrospective timeline exercise; and, a wilderness experience to offer mothers the opportunity to reflecton their personal journey. Contextual information was also collected by means of a focus group discussion where social worker participants took part to provide local knowledge to compile the wellness programme. The development and implementation of the Power Moms Wellness Programme (PMWP) took place in Delft, a high-risk community east of Cape Town International Airport. Evaluating the impact of the PMWP included both process evaluation and outcomes evaluation utilising quantitative measures and qualitative processes, based on the written feedback of the mother participants’ experiences of the PMWP.Findings showed the significance to combine local knowledge with academically derived data, in compiling the content of the PMWP to construct an emic, context-specific programme. Process evaluation expanded the success of participatory action research practices and offered keys for programme feasibility, implementation, and participant engagement. Quantitative outcomes indicated participant satisfaction in terms of high attendance and involvement which were supported by qualitative findings revealing those “active ingredients” contributing to positive programme outcomes. Recursive interaction processes with the participants revealed those best practices categorised as structural, personal and programmatic factors. A key finding is the necessity of including specific content about personal wellness for mothers in Delft showing that improved mothering in this context is built upon “mattering” and its mechanisms of personal dignity. Overall, the integration of the findings also demonstrated the continual contribution toward the transformation of a community; and, the value of each step for the participants.AFRIKAANSE OPSOMMING: Hierdie navorsing het ten doel gehad om ‘n welstandsprogram te ontwerp, implimenteer en te evalueer vir moeders wat in ‘n hoë-risiko gemeenskap in die Wes-Kaap woon om hul persoonlike en ouerlike sterkpunte te bevorder deur middel van deelnemende aksienavorsing. Belangstelling in ouerskapsprogramme het in die 21ste eeu toegeneem weens die groeiende neiging om ouerskap en ouerskapspraktyke as die oplossing vir bestaande sosiale probleme te beskou. Die beplanning van ‘n ouerskapsprogram vir moeders in ‘n spesifieke gemeenskap genaamd Delft, het ‘n kontekstuele verstaan van strukturele toestande vereis. Onlangse statistiek het getoon dat meeste Suid-Afrikaanse kinders leef met en grootword in enkel-ouer huishoudings met hoofsaaklik moeders/grootmoeders/tantes as hoof van die huishoudings. Gevolglik isdie geestesgesondheid en funksionering van veral moeders (vroulike versorgers) belangrike doelwitte vir ouerskapsprogramme in die Suid-Afrikaase konteks. Die behoefte vir die ontwikkeling en evaluering van ‘n welstandsprogram vir moeders in Delft is gebaseer op bestaande Suid-Afrikaanse navorsing. Terwyl ouerskapsprogramme algemeen gebruik word in hoë-inkomste lande is daar min navorsingstudies van die gebruik van sulke programme in ontwikkelende Afrika-lande. Die Wêreld Gesondheidsorganisasie het intervensies vir ouers in lae-en middel-inkomste lande aanbeveel as een van die belangrike strategieë om gesinsgeweld te verminder. Suid-Afrikaanse navorsers beveel aan datkontekstuele inligting progressief gebruik moet word om strukturele-, persoonlike-en program-fasiliteerders uit te bou en om moontlike struikelblokke vir intervensie-programme te verminder. Gemeenskapsielkunde akkommodeer die gebruik van metodes en tegnieke van Deelnemende Aksienavorsing. ‘n Gevalle-studie ontwerp is gebruik en kontekstuele data in ingesamel deur middel van ‘n multi-metode deelnemende benadering: ‘n foto-stem (“photo-voice”) tegniek waar moeder deelnemers inligting gegee het van eksterne hulpbronne en die behoeftes van die verskeie areas van die hoë-risiko gemeenskap; ‘n retro-spektiewe tydslyn oefening; en, ‘n wildernis-ervaring om moeders die geleentheid te gee om te reflekteer oor hul persoonlike reis. Kontekstuele inligting is ook ingesamel deur ‘n fokusgroep-bespreking waaraan maatskaplike werkers deelgeneem het om plaaslike kennis te verkry vir die samestelling van die welstandsprogram.Die ontwikkeling en implementeringvan die “Power Moms Wellness Programme” (PMWP) het plaasgevind in Delft -‘n hoe-risiko gemeenskap oos van die Kaapstad Internasionale lughawe. Die evaluering van die impak van die program (PMWP) het beide proses-en uitkomste evaluering ingesluit, naamlik kwantitatiewe meet-instrumente en kwalitatiewe prosesse -gebaseer op die geskrewe terugvoering van moeder deelnemers se belewings van die program (PMWP). Bevindings het die belangrikheid getoon om lokale kennis te kombineer met akademiese afgeleide gegewens in die samestelling van die inhoud van die PMWP om ‘n emiese, konteks-spesifieke program op te stel. Prosesevaluering het die sukses van deelnemende aksienavorsingspraktyke uitgebrei en sleutels gebied vir die uitvoerbaarheid van die program; implementering en deelname-betrokkenheid. Kwantitatiewe uitkomste het die deelnemers se tevredenheid ten opsigte van hoë bywoning en betrokkenheid aangedui en dit is ondersteun is deur kwalitatiewe bevindings wat die “aktiewe bestanddele” getoon het wat tot die positiewe programuitkomste bygedra het. Rekursiewe interaksieprosesse met die deelnemers het die beste praktyke onthul wat as strukturele, persoonlike en programmatiese faktore gekategoriseer is. ‘n Belangrike bevinding is die noodsaaklikheid om spesifieke inhoud oor persoonlike welstand vir moeders in Delft in te sluit, wat toon dat verbeterde moederskap in hierdie konteks gebou is op “saakmaak” en die meganismes van persoonlike waardigheid. Oor die algemeen het die integrasie van die bevindings ook die voortdurende proses tot transformasie van ‘n gemeenskap gedemonstreer; en, die waarde van elke stap vir die deelnemers.Doctora

Flourishing in a group of South African adolescents

Thesis (Ph.D. (Psychology))--North-West University, Potchefstroom Campus, 2010.Little is known about the prevalence and experience of psychological well-being on the upper end of the mental health continuum in South African adolescents, as it is conceptualised in the domain of positive psychology/psychofortology, and in particular from perspectives such as Keyes's (1998, 2007) model of psychosocial well-being and character strengths, as conceptualized by Peterson and Seligman (2004). It is also not yet clear how flourishing on the upper end of the mental health continuum can be facilitated in the South African context, and what the effect of such efforts would be. Previous research has shown that only a small proportion of those adolescents otherwise free of a common mental disorder are truly mentally healthy, i.e., flourishing. Studies have also shown that the absence of well-being creates further risk conditions. A major public health concern in South Africa is risk behaviour among adolescents. There is a need for effective prevention programmes aimed at reducing risk behaviour among South African adolescents, but in particular programmes to develop capacity, to build strengths and to promote flourishing, which will not only enhance the quality of life, but will also provide strengths to buffer stress and risks. Therefore, this study intended to contribute to knowledge that may help to fill this gap to some extent. This study included three sub-studies of which the results are reported in three manuscripts/ articles. The aim of the first article was to explore the psychosocial well-being of a group of South African adolescents implementing a mixed methods approach. Participants (N=665, aged 15-17 years) from three high schools completed questionnaires on psychosocial well-being, and structured interviews were conducted with 24 participants selected from various levels of functioning as established quantitatively. Quantitative findings indicate that 60% of the adolescents did not flourish psychologically, as measured on the Mental Health Continuum- iv Short Form. Adolescents experienced flourishing as characterised by features, such as purposeful living and meaning; positive relationships; and constructive coping. The absence of mental health was experienced as meaninglessness, impaired relationships, identification with dysfunctional outsiders, self-incompetence, dysfunctional behaviours, negative emotions and helplessness. The second article focused on a planned well-being strategy as a scientifically based intervention to enhance psychosocial wellness and flourishing in adolescents. The strategy facilitates psychological strengths, namely gratitude, persistence, perspective (wisdom), self-regulation, vitality, and compassion/kindness. These strengths are linked to specific facets of psychological, emotional and social well-being, as found in Keyes's model of complete well-being. The building of personal resources entails the mastering of specified skills, which have to be implemented on a daily basis. During this process the unmistakable role of habit-formation is stressed, since the acquisition of a well-lived life requires fortitude and time. Thus the well-being strategy presents a synthesis between the mere understanding of wellness and committed efforts, which will manifest in a rage of thoughts, feelings and action. The aim of the third article was to evaluate the effect of the intervention to improve levels of psychosocial well-being and flourishing in a group of secondary school learners. A mixed-method design was used. An experimental (n= 64) and control (n=49) group of learners between the ages of 15-17 years of age from a secondary school in an urban area in the Western Cape of South Africa participated. To determine the impact of the programme, measures were used such as The Mental Health Continuum-Short Form (MHC-SF) and The General Health Questionnaire (GHQ). Quantitative and qualitative evidence indicated that the well-being strategy had an important effect in specific ways to increase aspects of psychosocial wellness in adolescents, and a decrease in symptoms of ill-health in the experimental group as measured after the intervention and in particular during the follow-up assessment three months later. The main findings of the quantitative study were supported by the qualitative findings indicating that improved levels of psychosocial wellness could be cultivated with beneficial results both to individuals and to others. In addition, it was found that South African adolescents experienced flourishing as a process over time and that the upward spiral of improved functioning equipped them with skills and competence. This study has showed that in a group of South African adolescents, most could not be categorised as flourishing youth. This finding has grave implications: Apart from impaired levels of functioning, the absence of well-being could lead to the higher probability of conditions of v vulnerability. Results showed that higher levels of psychosocial wellness could be developed by means of a well-being strategy facilitating psychological strengths. The strength-focused programme encouraged positive outcomes as well as reduces negative behaviour and experiences. Such findings may have implications for capacity building, therapy and policies on health promotion from a preventative perspective. This study contributes on a practical level by providing information on the prevalence of levels of well-being in a specific group of adolescents, which may help target groups mostly in need of interventions, and it suggests content for interventions for the promotion of positive human health. The study contributes to the domain of positive psychology/psychofortology by giving evidence that the development of selected psychological strengths in adolescents may be cultivated with positive outcomes, and underscoring the theoretical assumptions of models involved. Findings have implications for policies on health and wellness promotion. Finally, recommendations for future research, and further applications were presented.Doctora

Guidelines for the promotion of the well-being of South African psychologists

In hierdie artikel word riglyne aangebied om ’n program wat gemik is op die beskerming en bevordering van Suid-Afrikaanse sielkundiges se welstand te ontwikkel. Die sosio-ekonomiese situasie in Suid-Afrika lei daartoe dat sielkundiges leef en werk in gemeenskappe wat gekenmerk word deur misdaad, armoede, siekte en maatskaplike euwels, wat hierdie riglyne vir die verryking van sielkundiges se welstand ’n noodsaaklikheid maak. Hierdie studie benadruk dat welstand nie outomaties plaasvind nie, maar dat dit strategies ontwikkel moet word. Die navorsers het die welstandskonsepte betekenis, veerkragtigheid en positiewe affek van Suid-Afrikaanse sielkundiges ondersoek en waardevolle temas geïdentifiseer wat aanduidend is daarvan dat spesifieke bevoegdhede, soos selfsorg, bewustheid, liefdevolle goedheid en selfdeernis, noodsaaklik is vir die bevordering van welstand. Deur die bevordering van welstand tot op ’n vlak van florering, kan sielkundiges net blote bestaan verbysteek en ’n rykdom van lewenservaring ondervindThe question in well-being research has changed from why people become ill to how people can experience a good and full life despite life problems, and this article addresses that specific question in relation to South African psychologists. Investment in the well-being of health professionals is crucial, as their professional contribution is vital to the effective provision of health services. Psychologists have been referred to as happiness facilitators and their work involves assisting with clients’ well-being and mental health. It is therefore important to provide guidelines for South African psychologists to sustain and enhance their own well-being, and this makes the present research necessary and important. Social, economic and political problems are endemic to South Africa, while there exists a severe shortage of qualified health-care professionals, with a mere 0,32 psychologists per 100 000 people of the population. In addition, mental health-care budgets are disproportionately low in comparison with the high prevalence of mental disorders in South Africa. While the availability of psychologists as a resource in the South African health care sector is rather low, mental illness is very prevalent, with an estimated 16,5% of the population requiring mental health services, of whom a mere 25% actually receive mental health-care. This information clearly needs to be taken into account considering the impact that it may have on psychologists in terms of workload and functioning. Many researchers have investigated the spill-over effect between people’s work and personal lives. Although psychologists implement strategies such as professional boundaries to prevent spill-over, certain types of spill-over still occur. Spill-over is an especial reality for psychologists, as they bring the tools of their trade, namely themselves, to each of their life roles. Psychotherapy works in two directions: while psychologists affect their clients they are also affected by their clients, which may impact psychologists’ well-being. The American Psychological Association (APA) indicated that psychologists need measures to protect them against occupational stress. However, despite the clear need for such measures, this need is often ignored. The recommendations of the APA for psychologists towards self-care include awareness in order to avoid becoming overwhelmed by the challenges posed by their profession. Psychologists are also encouraged to identify mechanisms to reduce stress and foster proper self-care. In South Africa the word self-care does not even appear in the Health Professions Act (1974) that regulates psychologists’ professional behaviour. Although many psychologists dedicate themselves to caring for others, it is questionable whether they are able to create a sustainable balance between client care and self-care with a view to experiencing well-being. Psychologists work long and inconvenient hours, have an unstable income when working in private practice, work with difficult cases such as homicide and suicide and are frequently faced with clients’ exhausted medical aids. The limitations and problems experienced by psychologists as a result of scope of practice in psychology has led to legal action on the part of practitioners to attempt to have their experience and knowledge acknowledged and to be reimbursed for their services by medical aids. Complete mental health protects people against physical disease. The maintenance and promotion of mental health is therefore as important as the prevention and treatment of mental illness. Well-being can be promoted and protected via the strengthening of psychological capacity and by paying attention to possible threats to health. When such efforts are undertaken, it may ensure the experience of psychologists’ well-being, as well as impact the level of service delivery to clients. Enhancing the well-being of psychologists will therefore contribute positively to the mental health sector in South Africa. The big question in positive psychology is how well-being can be advanced and how life problems can be survived. The central question of this article corresponds to the stated question of positive psychology: How can the well-being of South African psychologists be promoted while practical solutions are found for the career-specific problems experienced by them? This focus on well-being and intentional activities makes positive psychology an ideal paradigm for the development of guidelines for enhancing South African psychologists’ well-being. This article is based on a thesis titled “The well-being of South African psychologists: a mixed method study” by the first author, Erika Hitge. The thesis consisted of a literature study and a qualitative and quantitative study pertaining to the well-being of South African psychologists (henceforth “psychologists”, unless stated otherwise) and conclusions and recommendations. The researcher investigated well-being constructs namely meaning, resilience and positive affect of psychologists and valuable themes were identified indicating that specific skills and competencies are crucial aspects relative to the enhancement of well-being. The study emphasised that well-being does not occur automatically, but has to be strategically cultivated. It is suggested that enhancing well-being and experiencing flourishing can assist people in moving beyond mere existence to experiencing a well-lived life. The guidelines for the promotion of the well-being of psychologists are based on data forthcoming from the results of the mixed-method study, along with existing literature. Psychologists’ well-being and character strengths need to be compared through pre- and post-testing to establish whether the guidelines and the resulting programme do indeed promote the well-being of local psychologists. Participants in the programme should be interviewed to establish the strengths and limitations of the programme. Once a pilot study has been conducted and the above steps have been executed to refine the programme, it will be possible to make recommendations to the Health Professions Council of South Africa (HPCSA) and the Psychological Society of South Africa (PSYSSA) with a view to national application of this well-being programme. Aspects that should be incorporated into a well-being programme for psychologists are flourishing, character strengths, self-care, self-compassion, mindfulness, lovingkindness, work content and context, relationships and personal resources. The suggested programme consists of 13 sessions. These guidelines constitute an attempt to avoid focusing on what is negative and problematic regarding the work of psychologists, such as exhaustion, burnout, isolation and compassion fatigue. Instead, these guidelines focus on well-being as a motivation to accept the positive and negative dimensions of life and still to experience well-being through enhanced self-care. Practising these guidelines may result in a more meaningful life in which people use their best strengths in the service of both their own and others’ well-being. Deciding to use these guidelines may require a willingness to be flexible and to grow increasingly towards acting on life, as opposed to merely consuming wellness. Designing a well-being programme for South African psychologists can also assist in promoting and protecting the well-being of these healthcare professionals through enabling psychologists to apply specific skills, such as practising of character strengths, career-sustaining behaviours and self-care, mindfulness, lovingkindness and self-compassion, with due consideration of the relevant contex

Bridging the Gap of the Afri–Eurocentric Worldview Divide in a Postcolonial South Africa

Background: This paper is an attempt to bridge the gap between Africentric and Eurocentric worldviews through the lens of positive psychology’s second wave of attaining pathways to well-being. Methods: The overcoming of existential suffering with indigenous understandings has been addressed through photo-elicitation in retrospective timelines with students Lihile+, Tanaka+, and Diana+, +Pseudonyms to protect identity Thematic analysis with semi-structured virtual interviews has also been utilized to gain insights into Africentric and Eurocentric worldviews. All students come from different contexts of cultural complexity. Lihile was raised by her maternal Xhosa family, with a traditional Sotho father. Tanaka is Shona, born and schooled in Zimbabwe, studying in South Africa. Diana was born in England and is now living in rural KwaZulu-Natal. Findings: Students’ worldviews were shaped by their primary caregivers’ multicultural influences, as well as their exposure to educational and religious contact zones. Despite having to survive the traumatic legacy of social injustices, the students managed to pursue positive goals and transcend challenges and achieve well-being. Conclusions: This study attempted to transcend the divide of Afri–Eurocentric worldviews towards a shared responsibility to develop an improved social science in Africa. Positive psychology offered a space to accommodate well-being as a healing process, not only for the oppressed but also the oppressors of past social injustices