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The Centre for the Study of Resilience (CSR) at the University of Pretoria (UP) generates knowledge on innovative responses to challenges that are typical of a Global South, especially Southern African space, that promote positive development and circumvents negative development predicted because of adversity. Challenge is inevitable and uncertainty requires resilience and evidence of how to absorb, adapt to and transform despite disturbance. As the CSR is situated in a postcolonial space in transformation, it is well-placed to study the socio-ecological processes of resilience. The knowledge generated from this Global South, African hub adds alternative insights into resilience domains – usually dominated by Eurocentric and Western theories, methods and epistemologies. CSR-knowledge foregrounds social dimensions of resilience in terms of transdisciplinary frameworks and global, regional and local collaboration. The aims and objectives of the CSR are, among other things, to add knowledge from Southern Africa, as a Global South space, to global discourses on resilience; to co-produce sustainable evidence on resilience by privileging methodologies and lenses that leverage partnerships with systemic stakeholders (government, communities, researchers); to generate resilience knowledge that provide insight on how to support equitable social transformation in a severely unequal and challenged space; and to produce knowledge that foregrounds the utility of resources typical of a Southern African space (socio-cultural Indigenous Knowledge Systems), natural resources, built environment resources) in resilience studies. In a Global South space, it is necessary to have evidence of positive outcomes in relation to inequality, social exclusion, diversity, postcolonial transformation, and social justice. The Centre for the Study of Resilience views Mental Health and understanding young people's needs and resilience in challenging contexts as an important field of study. Please visit the link below for a newsitem featuring Prof. Linda Theron from the CSR and her interview on eNCA.
We believe that psychosocial support is critical in the face of COVID 19. It builds our resilience to face this threat and gives us determination to overcome. Last week Dr Tedros said in his press briefing – Hope is a powerful medicine. REPSSI and APSSI’s contribution to the global effort is to develop a series of presentations that we are going to put out twice a week. The first is titled – Fright, Flight or Flocking. Flocking is a theory of community resilience which is an important aspect of psychosocial support. The 10 minute presentation was available on facebook at 11 am South African time on Wednesday 1 April 2020. If you missed it, you are welcome to view the video via youtube at https://youtu.be/
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CSR Most Recent Publications2025 Journal articles Ebersöhn, L., Graham, M. & Jonker, C. (2025). Teacher Resilience in South Africa: The Self-Efficacy and Teacher Efficacy of Pre-Service Teachers Preparing to Teach in a Challenged Context. Australian Journal of Teacher Education, 50(1). https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=6373&context=ajte Ebersöhn, L., Versfeld, J., Ferreira, R., & Graham, M. (2025). Social connectedness as a pathway to teacher resilience in challenged contexts. International Journal of Educational Research, 131(102601). https://doi.org/10.1016/j.ijer.2025.102601 Leask, M., Omidire, F.M., Ebersöhn, L., & Murphy, P.K. (2025). Teacher Motivation and Change-Efficacy in Literacy Intervention Adoption: A Case Study of Quality Talk Implementation in Rural South Africa. Educational Studies / Voprosy Obrazovaniya, vol.3. Palmer, T., Jaoude, G., Granados, R., Batura, N., Booysen, F., Ebersöhn, L., Gram. L., Prost, A., Salustri, F., & Skordis, J. (2025). Caregiver beliefs about childhood development and schooling outcomes: a qualitative study in Mahikeng, South Africa. Infant and Child Development, 34(e70010). https://doi.org/10.1002/icd.70010 Bredekamp, J. & Theron, L. (2025). The benefits of sharing house‐tree‐fire‐water‐person drawings with parents when their anxious child is in sandplay therapy. Psychology and Psychotherapy: Theory, Research and Practice. https://doi.org/10.1111/papt.12586 Gaxo, E., Salie, M., Bloom, J., Lachman, A., Davids, E. L., Theron, L., Pillay, J.... & Seedat, S. (2025). COVID-19 pandemic stress and anxiety among South African parents and their children. Journal of Child and Family Studies, 1-14. https://doi.org/10.1007/s10826-025-03050-x Theron, L., Bergamini, M., Chambers, C., Choi, K., Fawole, O. I., Fyneface, D., & Ungar, M. (2025). Multisystemic resilience and its impact on youth mental health: Reflections on codesigning a multi-disciplinary, participatory study. Frontiers in Child and Adolescent Psychiatry, 4, 1489950. https://www.frontiersin.org/journals/child-and-adolescent-psychiatry/articles/10.3389/frcha.2025.1489950/full Chapters in Books Ebersöhn, L., & Edwards, M. (2025). Far-flung does not mean far-fetched: promoting teacher resilience through professional development in higher education engagement with in-service teachers in remote schools. In J. Madalińska-Michalak, & M. A. Flores (Eds.), Teacher and School Resilience in an Era of Uncertainty. SpringerNature. Ebersöhn, L., Eloff, I., & Ferreira, R. (2025). First steps in action research. In J. G. Maree (Ed.), First steps in research. Van Schaik publishers. (print ISBN: 9780627041693). Theron, L. (2025). The multisystemic sources of African young people’s resilience In Kumar, U. (Ed.), The Routledge International Handbook of Psychosocial Resilience-Second Edition (pp. 149-161). Routledge. Gover, G., Eryaman, Y., Gogolin, I., & Ebersöhn, L. (Eds.). (2025). Transforming Educational Research. Realizing Equity and Social Justice Worldwide. (1st ed.). United Kingdom: Routledge. Conference proceedings/keynotes Ebersöhn, L. (2025). Keynote Address. Social connectedness to enable teacher resilience during global disruption. WERA Focal Meeting 2025. Jaoa Pessoa, Brazil, 26-30 October 2025. Levine, F., Gogolin, I., Chua, B. Ebersöhn, L., & O’Hara, J. (2025). Directions, priorities, and leadership in worldwide education research from the vantage of WERA Presidents. AERA 2025, Denver, 23-27 April 2025 DeMatthews, D., Ebersöhn, L., McGuire, K., Perera, R., Watson, L., Scott, J. (2025). Panel moderated by Deborah Loewenberg. Leveraging research for the public good: a scholars’ roundtable honouring Felice J. Levine. AERA 2025, Denver, 23-27 April 2025. Baszczewski, S., Murphy, P.K., Croninger, R., Tang, Y., Omidire, F.M., & Ebersöhn, L. (2025). Examining the role of student leaders during small-group English language arts discussions. In Invited Symposium: Language and strategic metacognitive strategies for comprehension. AERA 2025, Denver, 23-27 April 2025. Ebersöhn, L. (2025). Embassy of Colombia Invited Panel Member: Colombia Policies to achieve equity, until the dignity becomes customary. Panel: Africa: Achieving Equity from an African. Faculty of Law, University of Pretoria, 19 March 2025. 2024 Journal articles Ding, H., Callaghan, P., Gu, Q., & Ebersӧhn, L. (2024). Validation of the Child and Youth Resilience Measure (CYRM-R) in rural contexts in South Africa. Journal of Child & Adolescent Mental Health, 1-12. https://doi.org/10.2989/17280583.2024.2438368 Pletsch, M. D., Mendes, G. M. L., & Ebersӧhn, L. (2024). Global and local challenges of special education from the perspective of inclusive education: Potentiality of a cartography under construction. / Desafios globais e locais da educação especial na perspectiva da educação inclusiva: Potencialidade de uma cartografia em construção. Revista Brasileira de Educação Especial, 30(e0190), 1–8. https://doi.org/10.1590/1980-54702024v30e0190 Gouveia, A. B., Mendes, G. M. L., Ebersöhn, L., Ferraz, M. A. dos S., & Kosaretsky, S. (2024). Education and Forms of Participation in the BRICS Context: some elements for an approach to the theme. Jornal de Políticas Educacionais, 18(e97948), 1-20. http://10.5380/jpe.v17i0.97948 Ebersӧhn, L., Murphy, P.K., & Basson, L. (2024). The TAPESTRe framework: equalising an uneven global knowledge base to inform relevant, responsible and responsive evidence-based education policy and practice. . / O enquadramento TAPESTRe: Equalizar uma base de conhecimentos global desigual para informar políticas e práticas educativas relevantes, responsáveis e reativas baseadas em evidências. Jornal de Políticas Educacionais, 18(e96061T), 1-26. http://10.5380/jpe.v17i0.96061T Abou Jaoude, G. J., Leiva-Granados, R., Mcgranahan, R., Callaghan, P., Haghparast-Bidgoli, H., Basson, L., Ebersöhn, L., Gu, Q., & Skordis, J. (2024). Universal Primary School Interventions to Improve Child Social–Emotional and Mental Health Outcomes: A Systematic Review of Economic Evaluations. School Mental Health, 16(2), 291–313. https://doi.org/10.1007/s12310-024-09642-0 Jonker, C., Graham M. A., & Ebersöhn, L. (2024). Measuring dimensions of Teacher resilience in Africa: self-efficacy and teacher efficacy. South African Journal of Education, 44(3), 1-18. https://doi.org/10.15700/saje.v44n3a2481 Ebersӧhn, L. (2024). Flocking to transform lives in inequality: including evidence-based indigenous knowledge in inclusive education agendas. Revista Brasileira De Educação Especial. Rev. Bras. Ed. Esp., Corumbá, v30, e0108, p.1-18, 2024. https://doi.org/10.1590/1980-54702024V30E0108 Akinduyo, T. E., & Theron, L.C. (2024). Factors contributing to the resilience of African widows: A scoping review. OMEGA – Journal of Death and Dying. 10.1177/00302228241252857 Theron, L.C., Cockcroft, K., N. Annalakshmi, N., Rodgers, J. G., Akinduyo, T. E., & Fouché, A. (2023). Emerging adult resilience to the early stages of the COVID Pandemic: A systematic scoping review. Child Psychiatry & Human Development, https://doi.org/10.1007/s10578-023-01585-y Theron, L., Stekel, D.J., Höltge, J., Fawole, O.I., Levine, D.T., Mai Bornu, Z., Maksudi, K., Olaniyan, O., Wright, C.Y., & Ungar, M. (2025, accepted). How comprehensive is our understanding of young adult resilience to depression? A systematic review of multisystemic resources. The Lancet Psychiatry. Cockcroft, K., Fouche, A., Greyling M., Ungar, M., & Theron, L.C. (2023). South African emerging adults’ capacity for resilience in the face of COVID-19 stressors. Journal of Health Psychology, 29(6):522-533. https://doi.org/10.1177/13591053231208620 Fouche, A., Cockcroft, K., & Theron, L. (2024). The Covid-19 resilience journey of vulnerable young South Africans. Current Psychology, 43(3), 26701–26711. https://doi.org/10.1007/s12144-024-06018-0 Goodman, M., Theron, L., McPherson, H., Seidel, S., Raimer-Goodman, L., Munene, K., & Gatwiri, C. (2024). Multisystemic factors predicting street migration of children in Kenya: A multilevel longitudinal study of families and villages. Child Abuse & Neglect, 154, 106897. Haffejee, S., Theron, L., & Moretti, M. (2024). Critical reflections on the usefulness of eConnect to a sample of child and youth care workers in South Africa. Residential Treatment for Children & Youth, 1–22. https://doi.org/10.1080/0886571X.2024.2338761 Levine, D. T., Theron, L., Haffejee, S., & Ungar, M. (2024). Resilience to depression among emerging adults in South Africa: Insights from digital diaries. Emerging Adulthood, 12(5), 694-709. https://doi.org/10.1177/21676968241273319 Ncube, B., Theron, L., & Haffejee, S. (2024). Resilience to structural violence: an exploration of the multisystemic resources that enable youth hope. South African Journal of Psychology, 54(3) 331–347 https://doi.org/10.1177/00812463241266337 Theron, L.C., Levine, D. T., & Haffejee, S. (2024). NEET and resilient: The lived experiences of a sample of South African emerging adults. International Journal of Psychology, 59(6), 911–919,http://doi.org/10.1002/ijop.13219 Weidman, S., Levine, D. T., Louwagie, F., Blackmore, K., Theron, L. C., & Stekel, D. J. (2023). The role of multisystemic resilience in fostering critical agency: UK adolescents during the COVID 19 Pandemic. Current Psychology, 43, 16833–16847. https://doi.org/10.1007/s12144-023-04578-1 Wright, C. Y., Millar, D. A., Kapwata, T., Rodgers, G., Batini, C., & Theron, L. (2024). Social-ecological-resilience enablers among youth residing in the air polluted Highveld Priority Area of South Africa. International Journal of Adolescence and Youth, 29(1), https://doi.org/10.1080/02673843.2024.2322569 Conference proceedings/keynotes Ebersöhn, L. (2024). Keynote Address: The educational challenges of South Africa and Russia In dialogue with Brazil: Possibilities in the BRICS context. A Conferência Nacional de Educação (Conae), Brasilia, Federal District, Brazil., Federal, University of Brasilia (UnB). 28-30 January 2024. Ebersöhn, L. (2024). A sweet spot: doing what we’re good at to address what the world needs while generating evidence for change. University of Pretoria Senate Conference, 15 & 16 February 2024. Ebersöhn, L. (2024). Plenary: Science communication for responsive- and responsible science in a Global South space, Education Association of South Africa (EASA) Annual conference. Mount Grace Hotel & Spa, Magaliesburg, South-Africa, 14-17 January 2024. Ebersöhn, L. Graham, M., De Bruin, J.E., & Hopley, R. (2024). Plenary: Communicating science on intentional play as cost-effective intervention to promote positive development of children-in-distress, Education Association of South Africa (EASA) Annual conference. Mount Grace Hotel & Spa, Magaliesburg, South-Africa, 14-17 January 2024. Ebersöhn, L. , Gu, Q., Langa, P., Themane, M., Rampa, K., Mabota-Rapholo, P., Oosthuizen, M., & De la Rey, M. (2024). Plenary: – Communicating science on the Enabling Schools Toolkit to promote education- and wellbeing outcomes of foundation phase children in rural spaces, Education Association of South Africa (EASA) Annual conference. Mount Grace Hotel & Spa, Magaliesburg, South-Africa, 14-17 January 2024. 2023 Journal articles Ann, L., du Preez, H., Basson, L., Ebersöhn, L., & Gu, Q. (2023). The role of early childhood development & education in supporting children's learning and well-being in the context of rural education. Journal of Early Years Education. Bandeira, M., Graham, M., & Ebersohn, L. (2023). The significance of feeling safe for resilience of adolescents in sub-Saharan Africa. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1183748. Chapters in books Ebersöhn, L. (2023). Foreword. We are in this together. School-Based Family Counseling for Crisis and Disaster: Global Perspectives. In E. Hernandez & S. Deb (Eds.), Routledge. Ebersöhn, L., (2023). Foreword. Handbook of Research on Perspectives in Foreign Language Assessment. In Köksal, D., Kavaklı, N., & Arslan, S., IGI Global. Ebersöhn, L., & Gogolin, I. (Eds.). (2023). Global Perspectives on Education Research, Vol. II: Facing Challenges and Enabling Spaces to Support Learning (1st ed.). Routledge. https://doi.org/10.4324/9781003147145. Ebersöhn, L., Omidire, F., & Maapola, S. (2023). Youth perspectives on academic service learning: courage to fly into our dreams. In V. Scherman & L. Liebenberg (Eds.), African Schools as Enabling Spaces: A Framework for Building Communities of Care. Routledge. DOI: 10.4324/9781003051398. Nkoana, L. N., & Ebersöhn, L. (2023). A meta-summary review of enabling school-based interventions in highly challenged schools in a postcolonial, global south space. In V. Scherman & L. Liebenberg (Eds.), African Schools as Enabling Spaces: A Framework for Building Communities of Care. Routledge. DOI:10.4324/9781003051398. Omidire, F., Ebersöhn, L., & Ramollo, D. (2023). Youth perspective on structural barriers. In V. Scherman & L. Liebenberg (Eds.), African Schools as Enabling Spaces: A Framework for Building Communities of Care. Routledge. 10.4324/9781003051398. Conference proceedings/keynotes Basson, L., Ebersöhn, L., Murphy, P.K., & Gu, Q. (2023). The quality and sustainability of resilience-enabling complex school-based interventions in rural primary schools in the Global South: A Qualitative Evidence Synthesis. Conference presentation, Annual Conference of the Education Association of South Africa (EASA). 8 – 11 January 2023, The Century City hotel and Conference Centre, Cape Town. Ebersöhn, L. (2023). Education Research and Resilience in Times of Crisis. Faculty of Education Research Seminar, Edith Cowan University, Perth,7 July 2023. Ebersöhn, L. (2023). Keynote Address. 2023 International Conference on Psychology Education (ICOPE 17), Mexicali, Mexico, 27-28 October, Universidad Autonoma De Baja California (UABC). Ebersöhn, L. (2023). Plenary speaker. Celebrating Transdisciplinary Research in Sub-Saharan Africa: Educational Perspectives, Postgraduate Research Indaba, 3 October 2023, Pretoria, University of Pretoria. Ebersöhn, L., Gu, Q., Mosepele, J. (2023). Schools as Enabling Spaces to Improve Learning and Health-Related Quality of Life for Primary School Children in Rural Communities in South Africa, Foundation Phase Conferences 2023. Directorate: General Education and Training Western Cape Government, 3 – 4 October 2023, Online. Gu, Q., Ebersöhn, L. (2023). Schools as Enabling Spaces to Improve Learning and Health Outcomes in Rural South Africa. World Education Summit. Learning 3.0 Empowering and Enabling Education, Residence and Conference Centre, Toronto, 20-23 March 2023. 2022 Journal articles Aluko FR, Omidire MF, Mampane MR (2022). Reconceptualising Education in Sub-Saharan Africa: Realising Equity and Social Justice. African Perspectives of Research in Teaching and Learning, 6 (2), pp. 79 - 95. Appiah R, Wilson-Fadiji A, Wissing M, Schutte L (2022). The Inspired Life Program: Development of a multicomponent positive psychology intervention for rural adults in Ghana. Journal of Community Psychology, 50 pp. 302 - 328. DOI: 10.1002/jcop.22566 Cameranesi, M.; Theron, L.; Höltge, J.;Jefferies, P.; Ungar, M. Understanding the Mechanisms through Which Family Risk Affects Adolescent Mental Health: A Model of Multisystemic Resilience in Context. Children 2022, 9, 546. https://doi.org/10.3390/children9040546 Dada, S., May, A., Bastable, K., Samuels, A., Tönsing, K., Wilder, J., ... & Reddy, V. (2022). The involvement matrix as a framework for involving youth with severe communication disabilities in developing health education materials. Health Expectations. https://doi.org/10.1111/hex.13445 Ebersöhn, L., Graham, M., & Versveld, J. (2022). Social connectedness as resilience-enabling pathways for teachers in a challenged context. Teachers and Teaching: Theory in Practice. Ebersöhn, L. (2022). We are in this together: Foreword to School-Based Family Counselling for Crisis and Disaster. In E. Hernandez & S. Deb (Eds.), School-Based Family Counseling for Crisis and Disaster: Global Perspectives? Routledge. Ebersöhn, L., Omidire, F. & Murphy, P.K. (2022). Academic flocking and global distress: Equitable south-north research partnering to promote quality education in diverse contexts and cultures. Zeitschrift für Erziehungswissenschaft. https://doi.org/10.1007/s11618-022-01084-1 Freeland, L., Haffejee, S., Getanda, E., Theron, L., & Vostanis, P. (2022) Children’s perspectives of psychosocial help-seeking in Kenya, Vulnerable Children and Youth Studies, https://doi.org/10.1080/17450128.2022.2124338 Goodman, M. L., Kidman, R., & Theron, L. (2022). Integrative approaches required to support children affected by COVID-19. The Lancet Child & Adolescent Health, 6(4), 218-219. https://www.thelancet.com/journals/lanchi/article/PIIS2352-4642(22)00031-1/fulltext Haffejee, S., & Theron, L.C. (2022). Visual methods in resilience research: Reflections on its utility. Qualitative Research in Psychology, 19(1), 20-43. https://www.tandfonline.com/doi/full/10.1080/14780887.2018.1545063 Haffejee, S., Theron, L., Hassan, S., & Vostanis, P. (2022). Juxtaposing disadvantaged children’s insights on psychosocial helpseeking with those of service providers: Lessons from South Africa and Pakistan. Child & Youth Services, 1-25. https://www.tandfonline.com/doi/full/10.1080/0145935X.2022.2101445 Höltge, J., Theron, L., & Ungar, M. (2022). A multisystemic perspective on the temporal interplay Levine, D., & Theron, L. (2022). Digital storytelling with South African youth: a critical reflection. Qualitative Research Journal, https://www.emerald.com/insight/content/doi/10.1108/QRJ-03-2022-0037/full/html Millar DA, Kapwata T, Kunene Z, Mogotsi M, Wernecke B, Garland R, Mathee A, Theron LC, Levine D, Wright CY (2022). Respiratory health among adolescents living in the Highveld Air Pollution Priority Area in South Africa. BMC Public Health, 22 (2136), pp. 1 -11. https://doi.org/10.1186/s12889-022-14497-8. Ndou-Chikwena NN, Omidire MF (2022). Systemic support for learners with developmental language disorders in Zimbabwe and South Africa. South African Journal of Communication Disorders, 69 pp. 1 - 13. DOI: 10.4102/sajcd.v69i1.850. Ocansey S, Sefotho MM (2022). An Exploratory Qualitative Study on the Perceived Barriers to Accessing Ghanaian University Counselling Services. Journal of Student Affairs in Africa, 10 (1), pp. 157 - 173. DOI: 10.24085/jsaa.v10i1.3788. Theron, L. C., Abreu-Villaça, Y., Augusto-Oliveira, M., Brennan, C. H., Crespo-Lopez, M. E., de Paula Arrifano, G., ... & Hadfield, K. (2022). A systematic review of the Theron, L., Rothmann, S., Makhnach, A. & Ungar, M. (2022). Adolescent mental health resilience and combinations of caregiver monitoring and warmth: A person-centred perspective. Journal of Child and Family Studies, https://link.springer.com/article/10.1007/s10826-022-02287-0 Theron, L. C., Levine, D. T., & Ungar, M. (2022). The inhibitors and enablers of emerging adult COVID-19 mitigation compliance in a township context. South African Journal of Science, 118(5-6), 1-8. http://www.scielo.org.za/scielo.php? script=sci_arttext&pid=S0038-23532022000300014 Theron LC, Murphy K, Ungar M (2022). Multisystemic Resilience: Learning from Youth in Stressed Environments. Youth & Society, 54 (6), pp. 1000 - 1022. https://doi.org/10.1177/0044118X211017335 Theron, L., Rothmann, S., Höltge, J. & Ungar, M. (2022). Differential adaptation to adversity: A latent profile analysis of youth engagement with resilience-enabling cultural resources and mental health outcomes in a stressed Canadian and South African community. Journal of Cross-Cultural Psychology, Theron, L., Ungar, M. & Höltge, J. (2022). Pathways of resilience: Predicting school engagement trajectories for South African adolescents living in a stressed environment. Contemporary Educational Psychology, 69, https://www.sciencedirect.com/science/article/pii/S0361476X22000212 Tönsing, K. M., Dada, S., Bastable, K., & Samuels, A. (2022). Health information and education needs for youth with complex communication needs during the Covid-19 pandemic: rehabilitation professionals’ perspectives. Disability and Rehabilitation, 1-10. https://doi.org/10.1080/09638288.2022.2069872 Versfeld, J., Graham, M. A., & Ebersöhn, L. (2022). Time to flock: Time together strengthens relationships and enhances trust to teach despite challenges. Teachers and Teaching, 29(1), 70–104. https://doi.org/10.1080/13540602.2022.2145279. Wright C, Wernecke B, Kapwata T, Kunene Z, Mathee A, Vande Hey J, Theron LC (2022). Perceptions of thermal comfort and coping mechanisms related to indoor and outdoor temperatures among participants living in rural villages in Limpopo province, South Africa. South African Journal of Psychology, 52(4), pp.449 - 459. DOI:10.1177/00812463221129363 Chapters in Books Appiah R, Wissing M, Wilson-Fadiji A, Schutte L (2022). Factorial Validity of the Twi Version of the Mental Health Continuum-Short Form and Prevalence of Mental Health in a Rural Ghanaian Sample. Edition:16 In L. Schutte & T. Guse & M. Wissing (eds.), Embracing Well-Being in Diverse African Contexts: Research Perspectives, Switzerland: Springer Nature. (pp. 73-97). DOI: 10.1007/978-3-030-85924-4_4. Ebersöhn L, Omidire MF, Mampane MR (2022). Collective Distress Calls for Collective Wellbeing Measures: The Case of social support as a Resilience-enabling Afrocentric Indigenous Pathway. Edition: 1st In H. Weaver (ed.), The Routledge International Handbook of Indigenous Resilience, Oxton, Abingdon: Routledge. (pp.195-207). 978-0-367-49972-3. Khumalo I, De Klerk W, Wilson-Fadiji A (2022). Nature and Role of Student Hope and Meaning in Goal Setting: Implications for Higher Education in South Africa. Edition:16 In L. Schutte &T. Guse & M. Wissing (eds.), Embracing Well-Being in Diverse African Contexts: Research Perspectives, Switzerland: Springer Nature. (pp. 247-273). DOI: 10.1007/978-3-030-85924-4_11. Machimana EG, Ebersöhn L, Sefotho M (2022). Benefits of community engagement practice in the context of higher education and rural school partnership: Multi-perspective voices. Edition: 1st In V. E & E. I & D. H (eds.), Community Engagement Research in South Africa: Methods, Theories, Histories and Rural School Partnership: Multi-perspective voices, South Africa, Pretoria: Van Schaik Publishers. (pp. 241-259). 978-0-627-03793-1. Schutte L, Wissing M, Wilson-Fadiji A, Mbowa S, Shoko P, Schutte W (2022). Exploration of Harmony as a Quality of Happiness: Findings from South Africa and Ghana. Edition: 16 In L. Schutte & T. Guse & M. Wissing (eds.), Embracing Well-Being in Diverse African Contexts: Research Perspectives, Switzerland: Springer Nature. (pp. 319-343). DOI:10.1007/978-3-030-85924-4_14. Theron LC, Ungar M (2022). Resilience in the Context of Chronic, Complex Stressors: An Emerging Adult’s Account. Edition:16 In L. Schutte & T. Guse & M. Wissing (eds.), Embracing Well-Being in Diverse African Contexts: Research Perspectives, Switzerland: Springer Nature. (pp. 151-169). DOI:10.1007/978-3-030-85924-4_7 Wilson-Fadiji A, Khumalo I, Zulu N (2022). Well-Being in Africa: Towards an Africa(n) Centred Positive Psychology. Edition: 16 In L. Schutte & T. Guse & M. Wissing(eds.), Embracing Well-Being in Diverse African Contexts: Research Perspectives, Switzerland: Springer Nature. (pp. 31-49). DOI: https://doi.org/10.1007/978-3-030-85924-4_2. Wilson-Fadiji A, Wissing M (2022). Positive Psychology in Sub-Saharan Africa. Edition: 1st In E. Chang& C. Downey & H. Yang & I. Zettler & M. Muyan-Yilik (eds.), The International Handbook of Positive Psychology: A Global Perspective on the Science of Positive Human Existence, Switzerland: Springer Nature. (pp. 307-354). DOI:https://doi.org/10.1007/978-3-030-57354-6_11. Conference proceedings/keynotes Ebersöhn, L. (2022). Keynote address. Equitable global education research partnerships and global distress – the case of academic flocking. CIMIE, Barcelona. For more publications, click here. |
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