Training in systems theory using a contextual pedagogical approach during the October revolution in Lebanon: Reflections from a clinical psychology program

Abstract

AbstractThe October 2019 thawra (revolution) in Lebanon saw unprecedented mass protests across the country in response to governmental corruption, mismanagement and a looming economic disaster. Students learning family systems theory as part of the Clinical Psychology Program at the American University of Beirut faced, at this time, a disconnect between applying systems theory at the individual family level, and their overwhelming experiences at the collective national level. A contextual pedagogical approach was used to apply systems theory to observations of societal level processes during the revolution. Students reported positive feedback about the approach, particularly for being responsive and flexible to student needs, and demonstrating the relevance of systems theory at the community level and not just the family level. Lessons learned, such as sensitivity to both divided and multiple perspectives on national events, are also presented.