Women in Cultural Transition: Suicidal Behavior in South African Indian Women

Young South African Indian women are a population with relatively high rates of suicidal behavior. This article presents three illustrative case studies of nonfatal suicidal behavior by South African Indian women. The cases are discussed in relation to a review of epidemiological, historical, and sociocultural perspectives on South African Indian women. It is argued that suicidal behaviors in this group can be understood in the context of sociocultural transition. Transitional tensions between traditional Indian culture and Westernization have an impact on traditional gendered power relations and generate conflicts that have intrapsychic and interpersonal consequences for women and for men. These in turn may have adverse effects on marital functioning, quality of life, and specific aspects of emotional functioning, which have been identified as precursors of suicidal behavior. The case studies are discussed with reference to gender narratives. Implications for prevention, intervention, and future research are discussed.     

Psychological Intervention,Spontaneous Remission,Hopelessness, and Psychiatric Disturbance in Adolescent Parasuicides

A study of 40 Indian adolescent parasuicides in South Africa showed that these subjects have significantly higher levels of hopelessness and psychiatric disturbance than nonsuicidal controls. Approximately half the parasuicides received psychological intervention. Posttesting at 6 months revealed that the treated subjects improved significantly on measures of hopelessness and psychiatric disturbance. The untreated subjects showed no significant reduction in hopelessness although they improved significantly on ratings of psychiatric disturbance. The results are discussed with possible explanations and recommendations.     

Children: Yes or No,A Decision-Making Program for Women

This article describes how a workshop for career women who were experiencing difficulty in deciding whether or not to have a child was designed, conducted, and evaluated.