Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-mkpzs Total loading time: 0 Render date: 2024-12-25T21:41:07.583Z Has data issue: false hasContentIssue false

Chapter 2 - Psychological Assessment in Southern Africa

Published online by Cambridge University Press:  28 July 2022

By
Sumaya Laher ,
Robert Serpell ,
Kayi Ntinda  and
Regis Chireshe
Edited by
Sumaya Laher
Sumaya Laher
Affiliation:
University of the Witwatersrand, Johannesburg
Get access

Summary

Countries in Southern Africa face many social, development, economic, trade, education, health, diplomatic, defense, security, and political challenges. These countries also have a history of colonialism, liberatory struggle, and independence. Although the language of business and schooling is English for most of the countries, there are still huge chunks of the population that are illiterate and functionally illiterate. People also speak one or more indigenous languages. The majority of the countries in this region have high levels of unemployment and poverty. Ensuring that psychological assessments are appropriate and fair in these contexts is a huge challenge. When this challenge occurs in a poorly resourced setting against the background of social inequality, practitioners need to be highly resourceful, as well as culturally sensitive and ethically aware. This chapter discusses the historical development of psychological assessment in South Africa, Zambia, Botswana, and Zimbabwe demonstrating how the social and contextual factors interacted with assessment.

Keywords

AfricaassessmentBotswanahistorypsychologypsychological assessmentSouth AfricaZambiaZimbabwe
Type
Chapter
Information
International Histories of Psychological Assessment , pp. 21 - 46
Publisher: Cambridge University Press
Print publication year: 2022

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Bemath, N. (2020). Relevance of the person-environment fit approach to career assessment in South Africa – A review. African Journal of Psychological Assessment, 2, 7 pages. https://doi.org/10.4102/ajopa.v2i0.22Google Scholar
Biesheuvel, S. (1943). African intelligence. Johannesburg: South African Institute of Personnel Relations.Google Scholar
Biesheuvel, S. (1949). Psychological tests and their application to non-European peoples. In Jeffery, G. B. (ed.), The yearbook of education (pp. 90–104). London: Evans.Google Scholar
Britto, P. R., Lye, S. J., Proulx, K., Yousafzai, A. K., Matthews, S. G., Vaivada, T., … & Bhutta, Z. A. (2017). Nurturing care: Promoting early childhood development. The Lancet, 389(10064), 91–102. https://doi.org/10.1016/S0140–6736(16)31390-3CrossRefGoogle ScholarPubMed
Bohmke, W. & Tlali, T. (2008). Bodies and behavior: Science, psychology and politics in South Africa. In van Ommen, C. & Painter, D. (eds.), Interiors: A history of psychology in South Africa (pp. 125–151). Pretoria: UNISA Press.Google Scholar
Chireshe, R., Mudhovozi, P. & Nkoma, E. (in press). Introduction to professional practices in psychology. In International handbook of psychological practices.Google Scholar
Chowdhry, K. (1953). An analysis of the attitudes of textile workers and the effect of those attitudes on work efficiency. Ahmedabad: Atira Research Note.Google Scholar
Claasen, N. C. W. (1997). Cultural differences, politics and test bias in South Africa. European Review of Applied Psychology, 47(4), 297–307.Google Scholar
Deregowski, J. B. (1968). Difficulties in pictorial depth perception in Africa. British Journal of Psychology, 59(3), 195–204.Google Scholar
Deregowski, J. B. (1972). Pictorial perception and culture. Scientific American, 227(5), 82–89.CrossRefGoogle ScholarPubMed
Employment Equity Act (Act No. 55) (1998). Government Gazette Vol. 400, No. 19370, October 19, 1998.Google Scholar
Ejuu, G. (2012). Cultural and parental standards as the benchmark for early learning and development standards in Africa. International Journal of Current Research, 4 (4), 282–288.Google Scholar
Feinstein, C. (2005). An economic history of South Africa: Conquest, discrimination and development. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Fetvadjiev, V. H., Meiring, D., Vijver, F., Nel, J. A., & De Kock, F. (2018) Self–other agreement in personality traits and profiles across cultures: A multirater, multiscale study in Blacks and Whites in South Africa.” Journal of Personality, 86(6), 935–951.Google Scholar
Foxcroft, C. & Davies, C. (2008). Historical perspectives on psychometric testing in South Africa. In van Ommen, C. & Painter, D. (eds.), Interiors: A history of psychology in South Africa (pp. 152–181). Pretoria: UNISA Press.Google Scholar
Foxcroft, C., & Roodt, G. (2013). An introduction to psychological assessment in the South African context (2nd ed.). Oxford: Oxford University Press.Google Scholar
Giliomee, H. & Mbenga, B. (2007). New history of South Africa. Cape Town: Tafelberg.Google Scholar
Grantham-McGregor, S., Cheung, Y. B., Cueto, S., Glewwe, P., Richter, L., & Strupp, B. (2007). International Child Development Steering Group. Developmental potential in the first 5 years for children in developing countries. Lancet, 369(9555), 60–70.CrossRefGoogle ScholarPubMed
Harper, A. E. Jr. (1952). Adaptation of Iowa aptitude tests. Teaching Oxford Press, Bombay) 25, 45–46.Google Scholar
Heron, A. (1967). The years of transition; Psychology in Africa: The challenge of a new opportunity. Bulletin 2. University of Zambia, Institute for Social Research, 1–3, 54–6.Google Scholar
Heron, A. (1975). Psychology and national development: The Zambian experience. In Berry, J.W. & Lonner, W.J. (eds.), Applied cross-cultural psychology (pp. 13–17). Amsterdam: Swets and Zeitlinger.Google Scholar
Hestad, K. A., Menon, J. A., Serpell, R., Kalungwana, L., Kabuba, N., Mwaba, S. O. C., Franklin, D. O. Jr., Umlauf, A., Letendre, R. K., & Heaton, R. K. (2015). Do neuropsychological test norms from African-Americans in the United States generalize to a Zambian population? Psychological Assessment, 28(1), 18–38. https://doi.org/10.1037/pas0000147Google Scholar
Hudson, W. (1967). The study of the problem of pictorial perception among inacculturated groups. International Journal of Psychology 2(2): 89–107.Google Scholar
Irvine, S. H. (1969). Contributions of ability and attainment testing in Africa to a general theory of intellect. Journal of Biosocial Science, (Supplement 1), 91–102.Google Scholar
Jere-Folotiya, J., Chansa-Kabali, T., Munachaka, J. C., Sampa, F., Yalukanda, C., Westerholm, J. … & Lyytinen, H. (2014). The effect of using a mobile literacy game to improve literacy levels of grade one students in Zambian schools. Educational Technology Research and Development, 62(4), 417–432. https//:doi:%2010.1007/s11423-014-9342-9Google Scholar
Jivan, A., Bischof, D. & Laher, S. (2020). Changing talent assessment landscape. Fact sheet published by South African Board for People Practices. Retrieved from https://cdn.ymaws.com/www.sabpp.co.za/resource/resmgr/ceanne/ceanne_2020/pdf_documents_2020/fact_sheet_august_2020v003.pdf.Google Scholar
Kabuba, N., Menon, J. A., Franklin, D. R., Heaton, R. K., & Hestad, K. A. (2017). Use of western neuropsychological test battery in detecting HIV-associated neurocognitive disorders (HAND) in Zambia. AIDS and Behavior, 21(6), 1717–1727.Google Scholar
Kaliski, S. (2006). Psycho-legal assessment in South Africa. Cape Town: Oxford University Press, Southern Africa.Google Scholar
Kalungwana-Mambwe, L. (2017). Influence of age and education on neuropsychological tests in Zambia. Medical Journal of Zambia, 44(2), 106–113.Google Scholar
Ketonen, R., & Mulenga, K. (2002). The basic skills assessment tool for reading and writing (BASAT) and the users’ guide. Jyväskylä, Finland and Lusaka, Zambia: Niilo Mäki Institute and the Ministry of Education.Google Scholar
Kingsley, P. R. (1977). Psychology in Zambia: A bibliography. HDRU Reports 26. Lusaka, Zambia: University of Zambia Psychology Department (mimeo).Google Scholar
Laher, S., Cheung, F., & Zeinoun, P. (2020). Gender and personality research in Psychology: The need for intersectionality. In Cheung, F.. & Halpern, D., (eds.), The Cambridge international handbook on psychology of women (pp. 167–179). Cambridge: Cambridge University Press.Google Scholar
Laher, S. & Cockcroft, K. (2013a). Current and future trends in psychological assessment in South Africa: Challenges and opportunities. In Laher, S. & Cockcroft, K. (eds.), Psychological assessment in South Africa: Research and applications (pp. 535–552). Johannesburg: Wits University Press.Google Scholar
Laher, S. & Cockcroft, K. (2013b). Psychological assessment in South Africa: Research and applications. Johannesburg: Wits University Press.CrossRefGoogle Scholar
Laher, S. & Cockcroft, K. (2014). Psychological assessment in post-apartheid South Africa: the way forward. South African Journal of Psychology, 44(3), 303–314.Google Scholar
Laher, S. & Cockcroft, K. (2017). Moving from culturally biased to culturally responsive assessment practices in low resource, multicultural settings. Professional Psychology: Research and Practice, 48(2), 115–121.Google Scholar
MacArthur, R., Irvine, S. H., & Brimble, A. R. (1964). The Northern Rhodesia mental ability survey. Lusaka, Zambia: Rhodes-Livingstone Institute. (Communication no. 27).Google Scholar
Machungwa, P.D., Kathuria, R., & Westernholz-Bless, C. (1984). Occupational testing in Zambia. Psychological Studies 4 (Reports of the Psychology Department, University of Zambia, mimeo).Google Scholar
Maree, K. (2011). Career counselling: Techniques that work. Cape Town: Juta & Company.Google Scholar
Matafwali, B., & Serpell, R. (2014). Design and validation of assessment tests for young children in Zambia. In Serpell, R. & Marfo, K. (eds.), Child development in Africa: Views from inside. New directions for child and adolescent development (pp. 146, 77–96). London: Palgrave Macmillan.Google Scholar
Ministry of Education. (1994). The revised national policy on education. Gaborone, Botswana: Government Printer.Google Scholar
Ministry of Education. (1996). Policy guide-lines on the implementation of guidance and counselling in Botswana education system. Gaborone, Botswana: Guidance and Counselling Division.Google Scholar
Ministry of Finance and Development Planning. (2019). Botswana budget speech. Gaborone, Botswana: Government Printers.Google Scholar
Moerdyk, A. (2009). The principles and practice of psychological assessment. Pretoria: Van Schaik Publishers.Google Scholar
Mpofu, E., Maree, J. G., & Oakland, T. (2009). Developing a framework for psychometric test use in Botswana Schools. Gaborone, Botswana: Scholarship Development Enterprise Africa (ASDE).Google Scholar
Mpofu, E., Mutepha, M., Chireshe, R., & Kasayira, J. M. (2007). School psychology in Zimbabwe. In Jimerson, S. P., Oakland, T., & Farrel, P. (eds.), The handbook of international school psychology (pp. 437–449). Thousand Oaks, CA: Sage Publications.CrossRefGoogle Scholar
Mpofu, E. & Nyanungo, K. R. L. (1998). Educational and psychological testing in Zimbabwean schools: Past, present and future. European Journal of Psychological Assessment, 14(1), 71–90.CrossRefGoogle Scholar
Mpofu, E., Oakland, T., Ntinda, K., Maree, J. G., & Seeco, E. G. (2015). Locality, observability and community action (LOCUM) in test development and use in emerging education settings. In Dixon, P., Humble, S., & Counihan, C. (eds.), Handbook of international development and education (pp. 326–342). Gloucester: Edward Elgar Publishing.Google Scholar
Mpofu, E., Oakland, T., Ntinda, K., Seeco, E., & Maree, J. G. (2014). Constructing a framework for the use of tests within a developing nation’s school system. International Perspectives in Psychology: Research, Practice, Consultation 3(2): 106.Google Scholar
Mpofu, E., Peltzer, K., Shumba, A., Serpell, R., & Mogaji, A. (2005). “School psychology in sub-Saharan Africa: Results and implications of a six-country survey.” In Reynolds, C. R. & Frisby, C. (eds.), Comprehensive handbook of multicultural school psychology (pp. 1128–1150). New York: John Wiley.Google Scholar
Mwanalushi, M. & Ng’andu, B. E. (1981). Psychology’s contribution to national development in Zambia: past, present and future. African Social Research, 32, 55–82. (note: due to institution problems, this issue of the journal was only published in 1983).Google Scholar
Mwanza-Kabaghe, S., Mubanga, E., Matafwali, B., Kasonde-Ngandu, S., & Bus, A. G. (2015). Zambian preschools: A boost for early literacy? English Linguistics Research, 4(4), 1–10.Google Scholar
Nabuzoka, D. (ed.) (1986). Reaching disabled children in Zambia: Reports and other articles on various aspects of the National Campaign to Reach Disabled Children (1980–1985). Lusaka, Zambia: University of Zambia, Institute for African Studies (mimeo).Google Scholar
Nabuzoka, D. (1993). How to define, involve and assess the care unit? Experiences and research from a CBR programme in Zambia. In Finkenflügel, H. (ed.), The handicapped community. The relation between primary health care and community based rehabilitation (pp. 73–88). Amsterdam: VU University Press.Google Scholar
Ndhlovu, D., Mtonga, T., Serenje-Chipindi, J., & Muzata, K. (2016). Early childhood education in Zambia: inclusion of children with disabilities.” International Journal of Multidisciplinary Research and Development, 3(8), 126, 132.Google Scholar
Ndhlovu, L., Serpell, R., & Mwanza, J. (2013). Effects of HIV status and linguistic medium on the test performance of rural low-literacy adults: implications for neuropsychological test development in Zambia. Medical Journal of Zambia, 40(2), 69–80.Google Scholar
Ntinda, K. (2012). Constructing a framework for use of psychometric tests in schools: A Consumer-oriented approach. Unpublished Doctoral dissertation, Gaborone, Botswana: University of Botswana.Google Scholar
Ntinda, K. (2019). Parents and guardians: Their perceptions of psychometric test uses with learners in an emerging country’s school system. Journal of Psychology in Africa, 29(6), 605–612.Google Scholar
Oakland, T. (2009). How universal are test development and use? In Grigorenko, E. (ed.), Assessment of abilities of competencies in an era of globalization (pp. 1–40). New York: Springer.Google Scholar
Onyewadume, M. A. (2005). A study of the Thematic Apperception Test Hero Figure Identification with a sample of Botswana Adults: Concurrent and construct validation. Mosenodi Journal of the Botswana Educational Research Association, 13(1&2), 20–32.Google Scholar
Oppong, S. (2015). A critique of early childhood development research and practice in Africa. Africanus: Journal of Development Studies, 45(1), 23–24.CrossRefGoogle Scholar
Peltzer, K., & Bless, C. (1989). History and present status of professional psychology in Zambia. Psychology and Developing Societies, 1(1), 53–64.Google Scholar
Pheko, M. M., Chilisa, R., Balogun, S. K., & Kgathi, C. (2013). Predicting intentions to seek psychological help among Botswana university students: The role of stigma and help-seeking attitudes. Sage Open, 3(3). https://doi.org/10.1177/2158244013494655.CrossRefGoogle Scholar
Phelps, R. P. (2007). Standardized testing primer, vol. 21. New York: Peter Lang.Google Scholar
Pinto, X. & Myall, E. G. (2006). New ICSE History and Civics – Part I for Class IX, New Delhi: Frank Bros. & Co. (Publishers) Ltd.Google Scholar
Plake, B. S. (2005). Doesn’t everybody know that 70% is passing? Teoksessa RP Phelps (toim.), Defending standardized testing.Google Scholar
Plattner, I. E., & Moagi-Gulubane, S. (2010). Bridging the gap in psychological service delivery for a developing country: Teaching the bachelor of psychology degree in Botswana. Journal of Psychology in Africa, 20(1), 155–159.Google Scholar
Rajkhowa, S. C. (2005). Ancient European and Indian universities. In Sharma and Sharma (eds.), Encyclopaedia of higher education: The Indian perspective (vol. 1, pp. 1–6) New Delhi: Mittal Publications.Google Scholar
Richter, L. M., Daelmans, B., Lombardi, J., Heymann, J., Boo, F. L., Behrman, J. R., … & Bhutta, Z. A. (2017). Investing in the foundation of sustainable development: pathways to scale up for early childhood development. The Lancet, 389(10064), 103–118.CrossRefGoogle ScholarPubMed
Seedat, M. & Mackenzie, S. (2008). The triangulated development of South African psychology: Race, scientific racism and professionalization (pp. 63–91). In van Ommen, C. & Painter, D. (eds.), Interiors: A history of psychology in South Africa. Pretoria: UNISA Press.Google Scholar
Serpell, R. (1974) Aspects of intelligence in a developing country. African Social Research, 17, 578–596.Google Scholar
Serpell, R. (1982). Measures of perception, skills, and intelligence: the growth of a new perspective on children in a third world country. In Hartup, W. W. (ed.), Review of child development research, Vol. 6 (pp. 392–440). Chicago: University of Chicago Press.Google Scholar
Serpell, R. (1984) Research on cognitive development in sub-Saharan Africa. International Journal of Behavioural Development, 7(2), 111–127.Google Scholar
Serpell, R., & Jere‐Folotiya, J. (2008). Developmental assessment, cultural context, gender, and schooling in Zambia. International Journal of Psychology, 43(2), 88–96.Google Scholar
Serpell, R. & Jere-Folotiya, J. (2011). Basic education for children with special needs in Zambia: Progress and challenges in the translation of policy into practice. Psychology and Developing Societies, 23(2) 211–245.Google Scholar
Serpell, R. & Nabuzoka, D. (1991). Early intervention in third world countries. In Mitchell, D. M. & Brown, R. I. (eds.), Early intervention studies for young children with special needs (pp. 93–126). London: Chapman & Hall.CrossRefGoogle Scholar
Serpell, R. & Nabuzoka, D. (2017). Application of the Home Environment Potential Assessment scale (HEPA) for rural Zambian children with disabilities. Presentation in the Symposium on Psychological Assessment in an African Context: Experiences from Zambia at 1st Pan-African Congress of Psychology. Durban, South Africa: September 18–21, 2017.Google Scholar
Serpell, R. & Nsamenang, A. B. (2015). The challenge of local relevance: using the wealth of African cultures in ECCE programme development. In Marope, P. T. M. & Kaga, Y. (eds.), Investing against evidence: The global state of early childhood care and education (pp. 231–247). Paris: UNESCO.Google Scholar
Stemler, S., Chamvu, F., Chart, H., Jarvin, L., Jere, J., Hart, L., Kaani, B., Kalima, K., Kwiatkowski, J., Mambwe, A., Kasonde-Ng’andu, S., Newman, T., Serpell, R., Sparrow, S., Sternberg, R. J. & Grigorenko, E. L. (2009). Assessing competencies in reading and mathematics in Zambian children. In Grigorenko, E. L. (ed.), Multicultural psychoeducational assessment (pp. 157–186). New York: Springer.Google Scholar
Statistics South Africa (2020). Mid-year population estimates. Retrieved on September 8, 2020 from www.statssa.gov.za/?p=13453Google Scholar
Stockton, R., Nitza, A., & Bhusumane, D. B. (2010). The development of professional counselling in Botswana. Journal of Counselling & Development, 88(1), 9–12.Google Scholar
Taylor, T. (2013). APIL and TRAM learning potential assessment instruments. In Laher, S. & Cockcroft, K. (eds.), Psychological assessment in South Africa: Research and applications (pp. 158–168). Johannesburg: Wits University Press.Google Scholar
Thompson, L. (2001). A history of South Africa (3rd ed.). New Haven: Yale University Press.Google Scholar
Tredoux, N. (2013). Using computerized and internet-based testing in South Africa. In Laher, S. & Cockcroft, K. (eds.), Psychological assessment in South Africa: Research and applications (pp. 424–442). Johannesburg: Wits University Press.Google Scholar
UNDP (2019). Botswana human development report 2019. Gaborone: United Nations Development Programme.Google Scholar
UNICEF/World Bank (2019). Botswana public Expenditure review of basic education report. Gaborone: UNICEF/ World Bank.Google Scholar
Watson, M. & McMahon, M. (2013). Qualitative career assessment in South Africa. In Laher, S. & Cockcroft, K. (eds.), Psychological assessment in South Africa: Research and applications (pp. 474–487). Johannesburg: Wits University Press.Google Scholar
World Bank (2019). Document3: Rural population. https://data.worldbank.org/indicator/SP.RUR.TOTL.ZS?locations=ZG).Google Scholar
Zindi, F. (1989). Pupil assessment techniques in Zimbabwe’s secondary school (1984–1987). Zimbabwe Journal of Educational Research, 1(2), 161–179.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×