Appreciative inquiry evaluation of child and adolescent community interventions in South Africa and United Kingdom

Abstract

This international, qualitative study comparatively evaluated South African and United Kingdom child and adolescent community interventions. Appreciative inquiry information was gathered from five staff members in community centres in each country. South African practitioners represented various psychology categories, student, educational, counselling and clinical. United Kingdom multi-disciplinary practitioners comprised correctional officers and educational specialists. Data on practitioners’ perceptions about their respective community interventions were thematically content analysed. Both countries practitioners perceived individual, family and group community interventions transcended traditional professional activities. South African perceptions were more concerned with rural, grass roots issues involving provision of basic services, as well as community liberation, development and empowerment. United Kingdom perceptions were more structured, concerned with individual monitoring and placement of persons into established systems. Both countries utilised recognised community psychology models. South African interventions were relatively more liberatory and social action orientated and United Kingdom interventions were more mental health and organisationally structured.