Indigenous Psychology Research Articles

Introduction to the Tenetehar-Tembé psychology through the rites of construction of women leaders

The article discusses psychological practices and knowledge from the Tenetehar-Tembé (an Indigenous people who live on many riverside regions in the states of Pará and Maranhão, Brazil) tradition. Their rites and narratives carry processes of construction of women as leaders. We argue that, through the community processes of construction of the person, Tenetehar-Tembé women effectively become references for decision-making inside each community and in the articulation between their communities. That is, through the rites and narratives, women become more deeply engaged in caring for the people in their communities. Women are progressively recognized for these practices among families and villages, where they actively participate in productive and political activities. Indigenous psychology, therefore, broadens the understanding of the processes of construction of the woman leader devoting attention to how participating in rites and sharing Indigenous narratives constitute the experiential basis for people’s feelings, thoughts, and actions reflexively oriented in the communities.

Academic Development of Chinese Social Psychology: A Citation Analysis of Social Psychology Articles Published by Chinese Scholars During 2006 to 2015

Chinese social psychology developed vigorously, and its scientific achievement showed explosive growth from 2000 to 2015. Based on typical Chinese social psychology articles published between 2006 and 2015, the development trend of this discipline was investigated in this article by means of citation analysis. There were 61,284 references in 1,982 typical Chinese social psychology essays, which were retrieved from the database of China National Knowledge Infrastructure (CNKI), Web of Science (WoS) and general literature database. The results were as follows: (a) The primary types of journal citation in the discipline of Chinese social psychology were English journals rather than Chinese journals; (b) The research hotspot of social psychology in China, as reflected by the top cited authors, involved both indigenous psychology and social psychology of culture; (c) The literature obsolescence rate of Chinese citations was declining and much lower than before; (d) Collaborations increased in Chinese social psychology articles, but remained significantly lower than collaborations in English articles.

Supporting the Next Generation of Indigenous Psychologists: An Illustrative Case Example

To effectively increase American Indian/Alaska Native (AI/AN) representation in the psychological workforce and prepare AI/AN psychologists to serve AI/AN communities, transformation is critically needed in graduate training programs. Therefore, we provide an illustrative case example of a graduate student-led, cross-institutional Indigenous Research Group (IRG) mentored by an Indigenous faculty member. Using first-person and synthesized narratives, we summarize our transformative experience in the IRG as a journey in which we found belonging and community, culturally responsive mentorship and training, and the support to become emergent Indigenous psychologists. Informed by the student and faculty mentor reflections on the IRG, we then provide recommendations for graduate programs to support Indigenous students. Ultimately, the IRG is a testament to the creative ways Indigenous scholars navigate the academy and serves as well as a call for faculty to support the next generation of AI/AN psychologists.

Turtle Island Indigenous Psychologies

This paper explores Indigenous psychology as a radical alternative to modern theories of psychology. I explain and define Western psychology as a dominating force which overshadows other psychological approaches. I then explore cross-cultural and previous ideas of Indigenous psychology as subsections of Western psychology. I explain that cross-cultural and Indigenous psychology are no different than Western psychology as they rely heavily on abstract, fixed meanings. Cultural psychology provides a radical approach which invites an Indigenous psychology based on a genuine understanding of Indigenous practices. I explore Turtle Island Indigenous Psychologies (TIIP) as local, interrelated, oral, ceremonial, and medicinal or healing. I then use TIIP as a radical perspective to critique the colonial or tautological approaches dominating Western psychology. I offer TIIP as a genuine, radical opposition to Western psychology which can only be used from a place of comprehensive understanding.

Mental health stigma: a conundrum for healthcare practitioners in conservative communities.

This paper presents perspectives on the stigma and shame around mental health in conservative communities, and some of the issues faced by health systems in those communities. The various causes of stigma are explored, and how these are often more pronounced in culturally reserved, conservative communities. While health systems are supposed to provide support for mental health sufferers, this stigma sometimes even extends to healthcare workers, which can discourage patients from asking for assistance. Solutions and reforms are needed, for example education programs; addressing gender norms, and the consideration of culture and religion, to form effective solutions. It is also suggested that alternative therapies and support mechanisms, including digital solutions such as artificial intelligence chatbots, may be useful to provide much needed support to individuals with poor mental health. Along with integrating options such as CBT (cognitive behavioral therapy), it may be useful to draw on indigenous psychologies, such as Islamic psychology, as a way of decolonizing approaches. Therefore, when considering solutions, cultural and religious norms must be considered to ensure their efficacy and acceptance.

Spiritual and Community-Based Mental Health Services for Children with Special Needs in Islamic Boarding School

This study focuses on enhancing the care and educational support for children with special needs, particularly in rural areas where their families often lack adequate support. Recognizing the vital roles of communities and governments, the research seeks to create an inclusive education and mental health service model that incorporates spirituality and community engagement. A qualitative research method was used to achieve this, involving 19 managers and caregivers of children with special needs. Through interviews, participant observations, and three focus group discussions, data were collected using the free association technique and analyzed via thematic analysis. This analysis highlighted four key themes: the development of spiritual and community-based mental health services, the application of these approaches in service delivery, the care strategies for children with special needs, and the evaluation methods and psychological interventions rooted in indigenous psychology. The goal is to establish a mental health service model for rural settings that can be adapted for broader application in other regions.

Weaving Wayapa and cognitive behaviour therapy: applying research topic yarning to explore a cultural interface between Western and Indigenous psychology practice in Australia

ABSTRACT Background Indigenous Psychology within Australia reflects the traditional knowledges of Aboriginal and Torres Strait Islander Peoples and their understanding of the cultivation of relational social and emotional wellbeing (SEWB). However, these perspectives are poorly incorporated into dominant “Western” psychological theories and practice, such as Cognitive Behaviour Therapy (CBT). This represents a barrier to the cultural safety of current mental health practice and its decolonisation within Australia. Objectives This study brought together CBT Practitioners and Practitioners of an Aboriginal Wellbeing practice (“Wayapa”) to engage in a series of yarns (guided focus groups) to share perspectives, insights, and stories on their own and each other’s practices. Method Indigenous qualitative research approaches including Research Topic Yarning were engaged to decolonise the research environment and support dialogue at the cultural interface of the two practices. Results Through experiencing Wayapa, CBT practitioners reflected on gaps in their own practice, with an enthusiasm for the opportunities that Wayapa provided to decolonise their practice. Wayapa practitioners were able to celebrate the holistic nature of their practice and the possibility for it to inform dominant “Western” psychological theories and practice, such as CBT, and encourage a more connected and culturally safe way of working with First Nations peoples. Conclusions Creating safe cultural interfaces between “Western” and Indigenous Psychologies, and building awareness of the value of Aboriginal grounded wellbeing models, can help to promote and expand culturally safe practices within Australian psychological practice.

Comparing the Understanding of "Punishment" in Teacher- Student Relationships Based on Majors in Bukitinggi City: An Indigenous Psychology Study

Education gives students access to knowledge and information that has been collected and organized. Punishment is very important to change student behavior in a safe and orderly school environment. This study reveals the types of punishment and the impact of punishment on high school students using an indigenous psychology approach. This research was conducted on 430 high school students in Bukittinggi City. The method used is descriptive qualitative with an indigenous psychology approach, using an open-ended questionnaire with the stages of open coding, axial coding, and selective coding analysis. The results of this study found that the types of punishment that are preferred and make students not burdened are physical punishment, emotional punishment, and procedural punishment. The impact of punishment that is favored and makes students unburdened consists of academic risk, physical impact, and impact on relationships. The types of punishment that students dislike are physical punishment, emotional punishment, administrative punishment, and punishment that has a long-term impact. The impact of students disliking punishment in the form of threats to academics, threats to the self, risk of new negative behaviors, and social risks. The ways students avoid punishments they don't like include compliance, unexpected behavior, and camouflage/fiking.

Challenges in the Pursuit of an Indigenous Psychology: A Self-Reflection

This paper describes a variety of challenges faced by the author in studying and promoting indigenous psychologies of the Indian intellectual and cultural traditions. It narrates specific instances which tried to present a variety of obstacles that discouraged the author from his pursuit. For example, when a colleague stated that indigenous psychology is nonsense insofar as science is universal, and like physics, it does not admit regional variations; teachers or colleagues expressed extreme dejection about research on Yoga; he was advised against studying Indian psychology as it would ruin career prospects; his articles or book manuscripts were routinely rejected, and so on. In a specific situation, when a young colleague was hounded out of the department for his association with a school of theology, an example was set indicating that the religious association of Yoga would be dangerous. An autobiographical account is chosen over a survey or abstract analysis since academic pursuit must be sustained despite specific sorts of personal experiences that tend to undermine study and pursuit of indigenous psychologies. On the other hand, support offered by opposite types of experiences and by encouragement by mentors is also described.

Comparing the Understanding of "Punishment" in Teacher- Student Relationships Based on Majors in Bukitinggi City: An Indigenous Psychology Study

Education gives students access to knowledge and information that has been collected and organized. Punishment is very important to change student behavior in a safe and orderly school environment. This study reveals the types of punishment and the impact of punishment on high school students using an indigenous psychology approach. This research was conducted on 430 high school students in Bukittinggi City. The method used is descriptive qualitative with an indigenous psychology approach, using an open-ended questionnaire with the stages of open coding, axial coding, and selective coding analysis. The results of this study found that the types of punishment that are preferred and make students not burdened are physical punishment, emotional punishment, and procedural punishment. The impact of punishment that is favored and makes students unburdened consists of academic risk, physical impact, and impact on relationships. The types of punishment that students dislike are physical punishment, emotional punishment, administrative punishment, and punishment that has a long-term impact. The impact of students disliking punishment in the form of threats to academics, threats to the self, risk of new negative behaviors, and social risks. The ways students avoid punishments they don't like include compliance, unexpected behavior, and camouflage/fiking.

Dampak Manajemen Pendidikan Inklusi Yang Diberikan Pada Anak ABK

The background to this research is that there are still many schools that have implemented inclusive education, but still provide general treatment or services to inclusive students. The aim of this research is to determine the management of inclusive education for Children with Special Needs (ABK). This type of research is qualitative research. Data sources were obtained from the school principal and four class teachers. The data in this research was obtained through documentation, observation and interviews. The research design used uses an indigenous psychology approach, part of the scientific approach tradition, where an important aspect in this approach is the effort to find appropriate methods to uncover phenomena in an investigation. The research results show that teachers directly handle the implementation of education. The treatment provided is good, such as providing special response and attention to children with special needs.

Strategi Guru Mengajak Anak Berkebutuhan Khusus Untuk Bersemangat Ke Sekolah

Teachers have their own strategies so there is no common perception regarding teachers' strategies for getting children with special needs to be enthusiastic about going to school. This research aims to explore teachers' strategies for encouraging children with special needs to be enthusiastic about going to school. The research subject was a teacher who taught 1 child with special needs. The sampling technique is by using purposive sampling technique. Data was obtained through an open-ended questionnaire (open questions). The method used is qualitative with analysis using coding techniques. The research design used uses an indigenous psychology approach, part of the scientific approach tradition, where the important aspect in this approach is the effort to find appropriate strategies to uncover phenomena in an investigation. The research results showed that there were problems encountered by teachers, such as a lack of strategies in getting children with special needs to be enthusiastic about going to school.

Perspectives on Indigenous Psychology in Brazil: ethical and epistemological challenges

Perspectives on Indigenous Psychology in Brazil: ethical and epistemological challenges

Indigenous Psychology or the construction of a mediation locus

Resumo O objetivo deste ensaio é problematizar as especificidades práticas, teóricas e metodológicas de uma Psicologia Indígena, aventando o emprego das linguagens audiovisuais como meio de pesquisar, documentar e aprofundar o diálogo entre comunidades acadêmicas e indígenas. Trata-se de um campo em construção e reflexão, a partir de uma perspectiva transdisciplinar, complexa, sistêmica e dialógica que contribui para o processo de decolonização da própria psicologia, criando espaços, lócus de mediação para o reconhecimento da existência e resistência da cosmologia e bem viver das comunidades indígenas. Discute-se o audiovisual como uma instância de mediação entre modos distintos de se compreender o mundo histórico, em processos de captura e edição de imagem e som. Conclui-se que tal estratégia desierarquiza a relação academia/comunidades, no esforço de dar protagonismo, potencializar e ampliar as vozes e visibilidades de todos os envolvidos, trazendo avanços práticos, teóricos, técnicos, metodológicos e éticos de se construir, divulgar e compartilhar conhecimentos.

Psicologia Indígena, ou a construção de um lócus de mediação

Abstract This essay aims to explore the practical, theoretical, and methodological specificities of Indigenous Psychology, proposing the use of audiovisual languages as a means to research, document, and deepen the dialogue between academic and Indigenous communities. This field is under development and reflection, adopting a transdisciplinary, complex, systemic, and dialogical perspective that contributes to the decolonization of psychology itself by creating spaces, or mediation locus, for the recognition of the existence and resilience of Indigenous cosmology and good living. We discuss audiovisual media as a mediating instance between distinct ways of understanding the historical world through image and sound capture and editing processes. We conclude that this strategy de-hierarchizes the relationship between academia and communities, striving to empower, amplify, and enhance the voices and visibility of all involved, bringing practical, theoretical, technical, methodological, and ethical advancements in constructing, disseminating, and sharing knowledge.

Reunindo-Se para Transformar Vidas na Desigualdade: Incluindo o Conhecimento Nativo Baseado em Evidências nas Agendas de Educação Inclusiva

ABSTRACT This article uses the case of Afrocentric knowledge on resilience to argue for the presence of indigenous knowledge into inclusive education agendas to enable transformation in highly unequal spaces. The premise is that local, indigenous knowledge serves as evidence of effective and efficient buffering against inequality that gives insight into low-threshold options for transformation. When people are disproportionally structurally at risk they have limited access to resources and their potential to thrive is limited - as is the case in emerging economy contexts. Ironically, although the need for transformation is highest in extremely unequal contexts, knowledge from the Global South and emerging economies remain underrepresented in global discourses on development. Rather, development agendas and mechanisms (including for inclusive education) are grounded in Eurocentric and Global North notions of change, inclusion, wellbeing, resource distribution, and service delivery. Indigenous knowledge provides evidence of how, intergenerationally, people push towards available resources as a way to draw on limited resources and promote inclusive, positive development for many. The article uses the evidence from an Afrocentric indigenous psychology theory, Relationship Resourced Resilience, to posit the use of indigenous knowledge in inclusive education to enable transformation in response to hardship that promotes inclusive, collective wellbeing.

Challenges of Indigenous Psychology in providing assistance to university students

Challenges of Indigenous Psychology in providing assistance to university students

Promoting Cross-Cultural Psychology Research in the Caribbean: Best Practices in Intersectionality

Given the Caribbean region’s post-colonial history with entrenched and daunting challenges of: structural racism, patriarchy, and colorism as epiphenomenal outcomes, it is imperative that cross-cultural investigators using 21st century research paradigms honed and crafted from strengths-based approaches interrogate issues surrounding national, cultural identity, and cultural hybridity. Additionally, push-pull factors in migration, acculturative influences, psychological resilience, and coping strategies within non-pathologizing frameworks of inclusivity and intersectionality are fodder for empirical research. These holistic perspectives borrow from multiple perspectives in Black Psychology paradigm shifting as they reject and deconstruct Eurocentric models in explaining Black psyche and behaviors. The discursive frame around subaltern voices, is that, it deracinates “grand” theories, splinters and challenges hegemonic assumptions. Moving from the mechanistic, binary constructions placing a premium on only quantitative models with a concomitant devaluation of qualitative approaches, this author argues that the kinds of cross-cultural research that offers the most qualitatively-rich analysis is ethnography, as this approach embraces concepts of lived epistemological realities of participants. As a cross-cultural tool, it triangulates participant observations, interviews, and case studies. The ethnographic report generated from this data-gathering methodology and comprised of multiple sections, illuminates the following: the uniqueness of indigenous psychologies; provides important historical contexts; addresses issues of language, cultural rituals, and norms; and grounds the work within multidisciplinary perspectives offering more integrative, cogent analyses of cultural phenomena. Further, even research ensconced in knowledge-production for academic consumption should hue to the penultimate, translational goals of nation building, community flourishings, and human capital development. Keywords: cross-cultural research, Caribbean psychology, intersectional research

Manifestation of Dark Personality Behavior: Indigenous Study on Indonesian Workers

Machiavellianism is one of the traits incorporated in the dark triad personality. The portrayal of individuals with Machiavellianism is manipulative, prioritizing personal interests, to look down on others. Studies on the manifestations of Machiavellianism personality behavior in Indonesia have never been conducted, information about it is widely obtained from studies that take a sample of populations in countries that grow up in individualist cultures. While Indonesia itself is a country that grows in a collective culture with the habits of its people tend to depend on each other and prioritize their groups. Thus, the form of manifestation of Machiavellianism behavior in collective culture is thought to appear in line with collective values. This study aims to determine the manifestations of dark personality behavior of machiavellianism in Indonesian workers with a collective cultural background. In this study using an indigenous psychology approach with a quantitative descriptive research design. The application of quota sampling technique was used involving 760 respondents. The data collection tool used is a research instrument created by researchers and then analysis is carried out using percentage descriptive techniques and categorization. In this study, results were obtained such as: (1) positive and negative behavior of machiavellianism individuals in the work environment divided into self, interpersonal relationships, and performance; (2) the impact on personal and work relationships when dealing with Machiavellianism individuals in the work environment is divided into positive, negative, and neutral categories; (3) the least favorable behavior of Machiavellianism individuals in the work environment that gets the highest percentage is manipulative; and (4) how to deal with individual Machiavellianism in the work environment is divided into the categories of proactive, avoidant, learning, and managing emotions.

An indigenous psychology perspective for appropriate mental health services and research in Indonesia

Even though culture has been recognized and discussed by many scholars over decades in mainstream psychology, this aspect was treated only in terms of superficial manifestations and as a picture that represents different stages of social evolution or development. Indigenous psychology is an effort to rehash and refresh the importance of cultural aspects and their diversities in psychology and emplaces it as a vital way to understanding people from their perspective, in the real world. This approach believed that human being can construct their world. Knowledge and reality are psychological and social phenomena that are constructed by a human being. In terms of knowledge, indigenous psychology wants to claim that the truth is contextual-owned, experienced, believed, and lived by a human being. Especially in mental health and poverty issues and its interconnection in Indonesia must be treated as a psychological and social phenomenon that is socially constructed by people in their setting