The mimicry of Europe and United States of America (US) in South African psychology in the early 1900s and the continual presence of Euroamericanised psychology continues to marginalise Black, poor, and working-class people. In this dissertation, I investigated the misalignment of counselling and clinical psychologists’ professional training, specifically the first-year Masters psychology training programme with the South African socio-political context. To counter the usual reliance on hegemonic Euroamerican-centric approaches I elaborated on an Africa(n)-centred perspective so as to make sense of the training of counselling and clinical psychologists in the South African context. I argued that the Africa(n)-centred perspective was pluriversal (accepting of multiple epistemologies), endogenous (developing from within), and focuses on Africans not as the excluded Other but rather as the Subject at the centre of their lifeworlds. I elucidated curriculum practices within the professional training programmes as part of the investigation into the intransigence of Euroamerican-centric epistemologies in the professional training curriculum. I conducted in-depth semi-structured interviews with 23 people, 8 of whom were course coordinators and 15 intern psychologists. The participants were from 5 universities falling into the 4 generic categories: Historically Black University (HBU), Historically White Afrikaans-speaking University (HWASU), merged university (MU), and Historically White English-speaking University (HWESU). For my analysis, I employed what I termed an Africa(n)-centred critical discourse analysis, which builds on the discursive turn in psychology, taking seriously the talk of people in the reproduction of socially unjust practices. All the interviews with the course coordinators and intern psychologists were dominated by talk of race and the Professional Board for Psychology. The interviews yielded a number of discourses, namely: 1) meritocracy, 2) diversity (which referenced issues of race, gender, and curriculum), 3) access, exclusion and privilege as related to language, 4) class, and 5) relevance (including social, market, and cultural relevance, with cultural relevance spoken about in relation to the curriculum). I conclude the dissertation by gesturing towards a constructive engagement (by which I mean a building) of an Africa(n)-centred professional training of counselling and clinical psychologists. / Psychology / Ph. D. (Psychology)

Выпускная квалификационная работа состоит из введения, двух разделов, заключения, списка литературы (72 источника) и пяти приложений. Объем магистерской диссертации 114 страниц, работа включает 6 рисунков и 29 таблиц. Цель работы – анализ особенностей осознанной саморегуляции поведения практикующих психологов, определяющих их способность достигать поставленные цели в различных видах психической активности и практической деятельности. Объект исследования – осознанная саморегуляция поведения. Методы исследования: методы теоретического анализа и синтеза, статистической обработки эмпирических данных, описательной статистики, сравнительного и корреляционного анализа, интерпретативные методы. Результаты работы: когнитивно-регуляторный процесс «программирование действий» и личностно-регуляторное свойство «надежность» являются наиболее значимыми ресурсами деятельности практикующих психологов. Сформированность ресурсов саморегуляции прямо связана с эмоциональной устойчивостью, активностью и жизнестойкостью. Область применения полученных результатов: профессиональная деятельность практикующих психологов. Значимость работы: результаты исследования могут быть применены на практике для поддержания эффективного функционального состояния и снижения риска возникновения профессиональных деформаций и выгорания у практикующих психологов. / The master's thesis consists of an introduction, two sections, a conclusion, a list of references (72 sources) and five appendices. The volume of the master's thesis is 114 pages, the work includes 6 figures and 29 tables. The purpose of the work is to analyze the features of conscious self-regulation of the behavior of counseling psychologists, which determine their ability to achieve their goals in various types of mental activity and practical activities. The object of the research is conscious self-regulation of behavior. Research methods: methods of theoretical analysis and synthesis, statistical processing of empirical data, descriptive statistics, comparative and correlation analysis, interpretative methods. Results of the work: the cognitive-regulatory process "programming of actions" and the personal-regulatory property "reliability" are the most significant resources for the activity of counseling psychologists. The formation of self-regulation resources is directly related to emotional stability, activity and vitality. The scope of the obtained results is the professional activity of counseling psychologists. The significance of the work: the results of the study can be applied in practice to maintain an effective functional state and reduce the risk of professional deformations and burnout among counseling psychologists.