Psychology in Ghana

Journal of Psychology in Africa (Impact Factor: 0.12). 11/2012; 22(3):473–478. DOI: 10.1080/14330237.2012.10820557


This article presents a brief overview of the emergence, education and practice of psychology as a profession and academic discipline in Ghana. We begin with a short history about psychology education in Ghana, which could be traced to the offering of courses in counselling and educational psychology in departments of education at the colleges of education. Because the classroom has been used mainly to train psychologists in Ghana, we provide relevant information about how and where to get psychology education in that country. We also highlight the practice of psychology as a formal discipline in Ghana, including specific challenges that are encountered. Psychology has the potential to be more relevant to Ghanaian people if we demonstrate the importance of the application of its principles in their everyday life.

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Available from: Kwaku Oppong Asante,
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    • "There are currently seven (7) categories of professional psychologists in Ghana (Oppong Asante & Oppong, 2012). They are the industrial/organizational (I/O) psychologists, clinical psychologists, social psychologists, developmental psychologists, educational psychologists, community psychologists and counseling psychologists. "
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    ABSTRACT: The principal objective of this chapter is to trace the history of psychology as both an academic discipline and a profession, describe the current state of psychology in Ghana and the associated challenges and also identify prospects for future growth and development. Psychology as a taught course is presented, highlighting the fact that the classroom has been used mainly to train psychologists in Ghana. This is followed by a discussion on the practice of psychology as a profession in Ghana and the challenges that are encountered in this regard. We then identify opportunities available to Ghanaian psychologists to make psychology an indispensable discipline that can be leveraged for national development. Finally, the prospects for indigenizing psychology are identified and discussed.
    Contemporary Psychology: Readings from Ghana, Edited by Charity S. Akotia, Charles C. Mate-Kole, 12/2013: chapter Chpater One: pages 1-17; Digibooks, Ghana.
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    ABSTRACT: This study examined the psychometric properties of a revised version of the Colonial Mentality Scale in a sample Ghanaian young adults (CMS-G; N = 431). In addition, the degree to which mental health and self- and group-concept was effected by internalized notions of colonial mentality was assessed. Both exploratory and confirmatory factor analyses were used to evaluate the underlying factor structure of the CMS-G. The findings indicated that the CMS-G produced a four-factor orthogonal model as best representing the construct of colonial mentality among Ghanaian young adults. CMS-G scores correlated in the anticipated direction with self-esteem, collective self-esteem, anxiety, and depression. Additional analyses indicated that Ghanaian young adults endorsed colonial mentality items associated with physical characteristics and colonial debt with a higher frequency than other CMS-G items. Men endorsed colonial debt items statistically significantly more than women. Implications for the study's findings are discussed and recommendations for future research are presented.
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