The South African edition of Abnormal Psychology: An Integrative Approach offers students a local version of this well-known text by David Barlow and V. Mark Durand. Balancing biological, psychological, social and cultural approaches, the ground-breaking integrative approach followed is the most modern, scientifically valid method for studying abnormal psychology.

This edition successfully blends local and sophisticated research and an accessible writing style with the most widely recognised method of discussing psychopathology. Going beyond simply describing different schools of thought on psychological disorders, the authors explore the interactions of the various forces, both global ones and those unique to South Africa and Africa, that contribute to psychopathology.

Furthermore, this South African edition includes a perspective on positive psychology and well-being in the context of psychopathology.

Labour Relations in South Africa provides a thorough, engaging introduction to the science and practice of labour relations in South Africa. The fifth edition presents a more critical and reflective approach, engaging with the various issues, shifts, and seismic events which have impacted this dynamic field in recent years. The text's view is expanded to encompass a multi-faceted perspective, relating to business science, law, economics, and sociology, and to focus more specifically on the context and dynamics of a developing country.

This book provides an overview of the research related to psychological assessment across South Africa. The thirty-six chapters provide a combination of psychometric theory and practical assessment applications in order to combine the currently disparate research that has been conducted locally in this field. Existing South African texts on psychological assessment are predominantly academic textbooks that explain psychometric theory and provide brief descriptions of a few testing instruments. Psychological Assessment in South Africa provides in-depth coverage of a range of areas within the broad field of psychological assessment, including research conducted with various psychological instruments. The chapters critically interrogate the current Eurocentric and Western cultural hegemonic practices that dominate the field of psychological assessment. The book therefore has the potential to function both as an academic text for graduate students, as well as a specialist resource for professionals, including psychologists, psychometrists, remedial teachers and human resource practitioners.

Teaching Grade R promotes a participatory and child-centred approach to learning, based on a pedagogy of play that positions the children as active learners and encourages teachers to become critically reflective practitioners. This pedagogy of play is explained in detail in the book, and suggestions and pointers are given as to how this pedagogy can be used in classroom practice.

This second edition includes:

• Updated theories and debates in relation to child development and insights gained through neuroscience
• Alternative constructions of children, both from a sociological and in particular an African perspective, have been considered
• A new section on self-care of the teacher
• The inclusion of the environment as the third teacher
• A further exploration of alternative informal assessment approaches, including pedagogical documentation
• Laying a foundation for IT literacy through ECD-appropriate coding
• Using STEAM (Science, Technology, Engineering, Art and Mathematics) to enhance the integrated curriculum

This comprehensive handbook, the first in its field, brings together 106 different contributors. The 38 interrelated but at the same time independent chapters discuss key areas including conceptual frameworks; empirically grounded constructs; intervention strategies and tactics; social systems; designs, assessment, and analysis; cross-cutting professional issues; and contemporary intersections with related fields such as violence prevention and HIV/AIDS.

Domestic Violence and International Law argues that certain forms of domestic violence are a violation of international human rights law. The argument is based on the international law principle that, where a state fails to protect a vulnerable group of people from harm, whether perpetrated by the state or private actors, it has breached its obligations to protect against human rights violation. This book provides a comprehensive legal analysis for why a state should be accountable in international law for allowing women to suffer extreme forms of domestic violence and how this can help individual victims. It is irrelevant that the violence is perpetrated by individuals and not state actors such as soldiers or the police. The state's breach of its responsibility is in its failure to act effectively in domestic violence cases; and in its silent endorsement of the violence, it becomes complicit. The book seeks to reformulate academic and political debate on domestic violence and the responsibility of states under international law. It is based on empirical data combined with an honest assessment of whether or not domestic violence is recognised by the international community as a human rights violation. 'Domestic Violence in International Law [...] provides an original, provocative, and much needed legal framework for the coherent development of a norm against domestic violence in international human rights law...Dr. Meyersfeld has developed a thoroughgoing analysis that asks and answers the most difficult questions often neglected by academics, lawyers and activists who dismiss the possibility that systemic violence against women could violate international law...Most fundamentally, this book is memorable for the hope and optimism it expresses about the transformative possibilities of international law. For without compromising such intensely human values as privacy, autonomy and cultural identity, Dr. Meyersfeld moves her reader with an abiding conviction: that international law, fueled with the power of transnational actors, can propel public actors to protect abused and vulnerable people in their most private worlds.' From the Foreword by Harold Koh, The Legal Adviser, United States Department of State (2009-).

Offering a fresh and innovative perspective on psychodynamic psychotherapy, this book captures the possibilities of using psychodynamic theory in service of progressive and socially relevant application. It takes the reader on a journey through the sensitive and often painful realities of contemporary South African life. Psychoanalysis as a long-term modality is inaccessible to the average South African, and in this book the authors describe how psychoanalytically orientated or psychodynamic psychotherapy can be practiced as a short-term endeavor and applied to contemporary issues facing the country. Psychodynamic work is currently undertaken by clinical psychologists, therapists, clinicians, trainers, teachers, clinical supervisors, consultants, and researchers working in university settings, state hospitals, community projects, private practice, and research. The debates, clinical issues, therapeutic practice, and nature of research covered in the book are widely representative of the work being done in the country. The need for shorter term therapy models and evidence-based interventions is as acute in global practice as it is locally. The lessons learned in South Africa have broader implications for international practitioners, and the authors stress the potential inherent in psychoanalytic theory and technique to tackle the complex problems faced in all places and settings characterized by increasing globalization and dislocation.

This updated edition of The Handbook of Child and Adolescent Psychotherapy reflects the many changes in the profession. It includes:

• additional chapters on neuroscience, work with looked after children and with foster parents, working in schools
• enlarged chapters on research, attachment theory, work with parents, and developments in child and adolescent psychotherapy around the world
• chapters on areas of specialist interest including violence, sexual abuse and abusing, trauma, parent-infant psychotherapy, autism, victims of political violence, delinquency and gender dysphoria.

The Handbook remains accessible and jargon-free. It will be a valuable resource for all who work in allied professions where the emotional well-being of children is of concern health, education, social services as well as trainee psychotherapists and experienced practitioners.

This book provides a comprehensive and analytical overview of human rights law in Africa. It examines the institutions, norms, and processes for human rights realization provided for under the United Nations system, the African Union, and sub-regional economic communitites in Africa, and explores their relationship with the national legal systems of African states.

Since the establishment of the African Union in 2001, there has been a proliferation of regional institutions that are relevant to human rights in Africa. These include the Pan African Parliament, the Peace and Security Council, the Economic, Social and Cultural Council and the African Peer Review Mechanism of the New Partnership for Africa's Development. This book discusses the links between these institutions. It further examines the case law stemming from Africa' most important human rights instrument, the African Charter on Human and Peoples Rights, which entered into force on 21 October 1986. This new edition contains a new chapter on the African Children's Rights Committee as well as full coverage of new developments and instruments, such as the Convention on the Rights of Persons with Disabilities, the Convention on Enforced Disappearances, and the African Charter on Democracy, Elections and Governance.

Three cross-cutting themes are explored throughout the book: national implementation and enforcement of international human rights law; legal and other forms of integration; and the role of human rights in the eradication of poverty. The book also provides an introduction to the relevant human rights concepts.

Teachers in higher education have had to become more professional in their approach to teaching, matching their professionalism in research. The first edition of this book prepares teachers to do and undergo quality audits and appraisals, and to achieve their personal aims of improving their teaching and their students' learning. The strength of this book is that it provides a sound theoretical basis for designing and using learning technologies in university teaching.
This new edition builds upon the success of the first and contains major updates to the information on learning technologies and includes the implications of using technology for the university context - both campus and electronic - which suggests a new approach to managing learning at institutional level.

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This new study offers a fresh interpretation of apartheid South Africa. Emerging out of the author's long-standing interests in the history of racial segregation, and drawing on a great deal of new scholarship, archival collections, and personal memoirs, he situates apartheid in global as well as local contexts. The overall conception of Apartheid, 1948-1994 is to integrate studies of resistance with the analysis of power, paying attention to the importance of ideas, institutions, and culture. Saul Dubow refamiliarises and defamiliarise apartheid so as to approach South Africa's white supremacist past from unlikely perspectives. He asks not only why apartheid was defeated, but how it survived so long. He neither presumes the rise of apartheid nor its demise. This synoptic reinterpretation is designed to introduce students to apartheid and to generate new questions for experts in the field.

Should disabled students be in regular classrooms all of the time or some of the time? Is the regular school or the special school or both the solution for educating students with a wide range of differences?

Inclusive education has been incorporated in government education policy around the world. Key international organisations such as UNESCO and OECD declare their commitment to Education for All and the principles and practice of inclusive education. There is no doubt that despite this respectability inclusive education is hotly contested and generates intense debate amongst teachers, parents, researchers and policy-makers. People continue to argue over the nature and extent of inclusion.

The Irregular School explores the foundations of the current controversies and argues that continuing to think in terms of the regular school or the special school obstructs progress towards inclusive education. The book contends that we need to build a better understanding of exclusion, of the foundations of the division between special and regular education, and of school reform as a precondition for more inclusive schooling in the future. Schooling ought to be an apprenticeship in democracy and inclusion is a prerequisite of a democratic education.

The Irregular School builds on existing research and literature to argue for a comprehensive understanding of exclusion, a more innovative and aggressive conception of inclusive education and a genuine commitment to school reform that steps aside from the troubled and troubling notions of regular schools and special schools. It will be of interest to all those working and researching in the field of inclusive education.

"Understanding History Teaching is an enjoyable read with a logical and flowing structure. It lives up to its goal of appealing to both academic and professional readers with both academic depth and real insights and opportunities for the professional teacher to draw from. It presents its data and interpretations in a manner which does not avoid the issues revealed within the research but has an uplifting effect on the reader and leaves them feeling optimistic about the quality of History teaching in UK secondary schools." Robert Wyness, Student, De Montfort University, Leicester,UK* Why do we teach and learn about the past? * How is history taught in schools? * What are the influences on the way teachers teach and pupils learn about the past? History is one of the most ideologically disputed of school subjects. Over the past generation, the subject has experienced fundamental changes in content, pedagogy and approach. This book is the first detailed account of the way history is taught in schools to be published for 30 years. Drawing on fieldwork in comprehensive schools, and on research studies worldwide, the authors pose fundamental questions about the way teachers teach and learners learn. They consider its purposes on teaching about the past in a world of accelerating change. The book sets out to explore the realities of classroom history teaching and to offer pointers for the development on the subject in a new century.

Global public health has improved vastly during the past 25 years, and especially in the survival of infants and young children. However, many of these children, particularly in Africa, continue to live in poverty and in unhealthy, unsupportive environments, and will not be able to meet their developmental potential. In other words, they will survive but not thrive. The UN’s Sustainable Development Goals (SDGs) stress sustainable development, not just survival and disease reduction, and the Global Strategy for Women’s, Children’s and Adolescents’ Health proposes a Survive (end preventable deaths), Thrive (ensure health and wellbeing) and Transform (expand enabling environments) agenda. For children to thrive they must make good developmental progress from birth until the end of adolescence.

Addressing the social determinants of developmental problems, this volume offers a broad, contextualised understanding of the factors that impact on children and adolescents in Africa. Unlike other works on the subject it is Africa-wide in its scope, with case studies in Ethiopia, Kenya, Malawi, Nigeria, Rwanda and South Africa. Covering mental health as well as physical and social development, it looks at policies and practice, culture and priorities for research, identifying challenges and proposing solutions.

Recommended for academics, students and practitioners in psychology, including developmental psychology, child clinical psychology, developmental psychopathology, psychiatry, human ecology, and in schools of education. It will also be of interest to nurses and paediatricians, health workers and those interested in early childhood development.

It is easy for newcomers to educational research to be confused by the wide range of terms used in the field and consequently for them to find it challenging to relate such terms to their own research and practice. This comprehensive guide consists of 120 concise but illuminative essays providing: - an explanation and definition of the term - alternative explanations and definitions of the term - the context in which it is used by educational researchers - exemplars as to how the term is used and used be used in practice - references to further literature - cross-references to other terms in the book.

The definitive work in the field, International Human Rights provides a comprehensive analysis of this wide and diverse subject area. Written by world-renowned scholars Philip Alston and Ryan Goodman, this book is the successor to the widely acclaimed International Human Rights in Context. Alston and Goodman have chosen a wide selection of materials from primary and secondary sources--legislation, case law, and academic writings--in order to demonstrate and illuminate key themes. They carefully guide students through each extract with thoughtful and lucid commentary. Questions are posed throughout the book in order to encourage deeper reflection and critical enquiry. A Companion Website features additional resources, including the first three chapters of the book, available for download.

Law Of Persons, now in its sixth edition, has become a standard text on the South African law of persons. The book was first published in 1995, just after the dawn of South Africa’s first democratic dispensation. The book constitutes a general and fully referenced source on the law of persons, and reflects the transformation of the law of persons in line with the values entrenched in the Constitution of the Republic of South Africa, 1996, with specific reference to the Bill of Rights.

First-year students will derive the most benefit from Law of Persons if the book is used in conjunction with the Law of Persons Sourcebook.

Contents Include:

• Table of Cases
• Table of Statutes
• Definition of concepts
• Beginning of legal subjectivity
• Domicile
• Effect of age on status
• Children of unmarried parents
• Diverse factors which influence status
• Termination of legal subjectivity
• Index

Self, Community & Psychology is a reader for students at UNISA studying community psychology. It brings together some of the best recent local work written from critical, social constructionist, participatory and liberatory perspectives.

The text was selected from two volumes dealing with social psychology and critical psychology respectively (Critical Psychology edited by Derek Hook, Nhlanhla Mkhize, Peace Kiguwa and Anthony Collins and Social Psychology: Identities and Relationships edited by Kopano Ratele and Norman Duncan). Both titles were published by UCT Press.

Self, Community & Psychology provides a broad introduction to community psychology and power and social formations and posits a liberatory response utilising critical analysis, self-definition and collective action.Key themes that the text explores include:

• the act of making knowledge about selves in communities
• the discourses, ideologies and cultures that shape communities and how they are understood
• change processes in the increasingly complex interactions between global and local communities
• poverty (as reflected in the lives of street children)
• HIV/Aids
• violence

This text addresses ideologies of race, gender and sexuality that together create particular South African post-colonial realities which legitimise oppression and cultural dispossession.

Gathers writings by the Viennese psychoanalyst concerning infant analysis, Oedipal conflicts, anxiety situations, symbol formation, and envy.

Psychology: Themes and Variations is a truly South African version of the landmark text by Wayne Weiten. Editor Junaid Hassim leads a team of respected academics and practising professionals in psychology and related disciplines across South Africa. Together they address complex topics and a range of approaches to provide a comprehensive but accessible introduction to the field.