| Abstract: | SUMMARY Given the racialization of subjective, material and historical realities in South Africa, psychological training and practice in community raise crucial and often thorny ethical, epistemological and methodological questions. This article appraises the strengths and limitations of using Rapid Assessment Procedures (RAP) (Afonja, 1992) in the field training of postgraduate students in community-counseling psychology. Rooted in an activist participatory action research framework (Lykes, 1997), RAP provide a framework for the collective exploration of locally constructed representations of a community's needs and resources; joining the ‘community’ (negotiating a dialogical form of communication and a respect for the insider-outsider dialectic); working through one's ‘situated otherness’; and deracializing psychological training and practice. |
