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17 February 2020 | Story Xolisa Mnukwa | Photo Supplied
Student Counselling staff members
UFS SCD urges students to make use of the mental-health student toolkit to take control of their wellbeing and happiness and enjoy a compelling student life.

The University of the Free State’s (UFS) Student Counselling and Developmentnt (SCD) was recognised and applauded at the 2019 annual conference of the SSouthern African Association for Counselling and Development in Higher Education (SAACDHE), where they won the SAACDHE best region award for presenting the UFS Mental Health Student Toolkit at the conference, and for being active in the training and development of the UFS SCD team.

UFS Student Counselling and Development win at SAACDHE conference

The UFS, which was the only member institution of the Free State region, maintained vitality and relevance in the work they produced, competing against a number of student counselling centres in regions across South Africa, including KwaZulu-Natal, Western Cape, Eastern Cape, Vaal North-West, Gaunolanga Gauteng, Limpopo, Mpumalanga, Swaziland, and Botswana.

Students to take control of their wellbeing into their own hands

With the vision to promote, enable, and optimise students’ self-direction, the SCD launched the first edition of the student toolkit on Friday, 23 August 2019 – in an effort to assist students in coping with challenges they face in their personal lives during their period of study at the UFS. 

According to Counselling Psychologist in the SCD and compiler of the UFS Mental Health Student Toolkit, Lize Wolmarans, “The UFS Mental Health Student Toolkit is about putting the control of your wellbeing and happiness in your own hands. Taking responsibility for your mental health and understanding that it's the key to success in your personal, academic, and professional life as a student.” 

Dr Melissa Barnaschone, Director of the SCD, further explained that, “This is the culture our department wishes to instil in students – by building a holistic sense of wellbeing into life on campus. The toolkit was developed to empower students by providing increased access to mental-health resources and support.” 

“We have big plans for the toolkit, one of which is to develop it into an interactive app for students. This will enable students to interact with the information in more depth. Secondly, the toolkit will be expanded and adapted annually as we get feedback from students. We will add new relevant topics and continue to improve the overall layout and content. We are also able to learn very valuable information from the topics accessed online – we thus know which topics are the most/least relevant to our students,” Wolmarans added.

UFS Mental Health Student Toolkit a winning formula for student wellness

As a result of the exemplary methods of student counselling in the toolkit, a number of universities and institutions of higher education within South Africa have expressed interest in buying the toolkit to benchmark and prototype the effective student mental-health and wellbeing approaches portrayed in the toolkit.  Wolmarans further explained that, “This is South Africa’s first mental-health guide for university students, and other institutions recognised the potential advantages of purchasing a finished product instead of having to create their own toolkit.”

At the 2019 conference, Tobias van den Bergh, Counselling Psychologist at SCD (Qwaqwa Campus), was elected as Research, Training, and Development coordinator for SAACDHE.

News Archive

Researchers urged to re-emphasise regeneration of grassroots
2013-10-23

23 October 2013

Institutions of higher learning have a critical role to play in the promotion and protection of indigenous knowledge systems. This is according to Dr Mogomme Masoga, UFS alumnus and Senior Researcher with the Development Bank of Southern Africa (DBSA).

Dr Masoga was addressing the 6th annual Indigenous Knowledge Systems (IKS) Symposium at the University of the Free State’s Qwaqwa Campus.

“The time has come for local communities rich with knowledge to be taken seriously by the researchers doing their work in those respective communities,” argued Dr Masoga.

“Power relations between the researcher and the communities involved in the research process should be clarified. The same applies to the ownership and control of knowledge generated and documented in a community.

“There is an increasing need for democratic and participatory development in our communities. This can be achieved by giving primacy to the interests, values and aspirations of the people at large. There must be a radical move from prevailing paradigm of development that suffers from relying on coercion and authoritarianism. There is a need to associate development with social needs. This will give validity and integrity to the local communities, thereby giving confidence to the leaders and their constituencies.”

Dr Masoga said that the time has come for African universities in particular to “de-emphasise factors that monopolise attention today. Factors like debt crisis, commodity prices and foreign investment, among others, must be replaced by emphasis on the regeneration of the grassroots. Many African universities and research institutions have not lived up to their responsibilities as guiding lights to the continent. However, all is not lost.

“The current global race for knowledge works against so-called developing countries, especially in Africa. There is a far greater need to have a code of ethics drawn up for researchers engaging with local communities, to ensure the promotion and protection of indigenous knowledge systems.”

Meanwhile, a cross-section of papers were also delivered during the symposium. These ranged from Moshoeshoe’s lessons in dealing with poverty alleviation as presented by Dr Samuel Mensah, Department of Economics, to indigenous grasses of Qwaqwa by Prof Rodney Moffett, Department of Plant Sciences. Also presenting lectures were Phephani Gumbi, African Languages; Tshele Moloi, School of Mathematics; Natural Sciences and Technology Education and Dr Tom Ashafa (Plant Sciences).

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