The clinic hosted an information booth focusing on mental health, gender-based violence (GBV), poverty and available support services. Community members were encouraged to ask questions, engage in discussions and access a range of psychoeducational resources.
Roxanne Wrethman and Abigail Engle
Information leaflets and referral directories were distributed to help attendees to recognise when support may be needed and where to access local and national services. Teachers also received a practical guide on identifying learners, who may experience difficulties, to support them in the classroom and make appropriate referrals.
Acting Clinic Manager Roxanne Wrethman and Community Coordinator Abigail Engle were available throughout the event to answer questions, provide psychoeducation and connect community members with relevant services.
Ms Wrethman also participated in a live TruFM radio interview, highlighting the importance of community support in building resilience, improving access to resources and promoting healthy coping strategies.
Although the clinic's role focused on psychoeducation rather than counselling, the team ensured that attendees were heard and directed to appropriate support services.
The clinic also recently welcomed Grade 11 learners from Westville High School as part of the University's Learner Incubation Programme, coordinated by the Engagement Office.
Facilitated by Ms Engle, the session introduced learners to psychology as a profession and offered insight into the workings of a psychology training clinic.
The programme began with interactive icebreaker activities, including a psychology myth-busting exercise, before learners explored the roles of psychologists, psychometrists, social workers and supervisors, and how these professionals work together to support clients.
The session also outlined psychology career pathways, addressing common misconceptions about training requirements, postgraduate selection and professional registration. A scenario-based activity encouraged learners to think critically about referral pathways and multidisciplinary collaboration.
During a guided tour of the clinic, including the playroom and observation room, learners discussed informed consent, confidentiality and professional ethics, gaining an understanding of the importance of protecting clients' dignity and wellbeing. They also learned about play therapy and how children's play can provide valuable clinical insights.
The visit concluded with a question-and-answer session, during which learners asked questions about the profession, including how practitioners manage the emotional demands of their work while maintaining their own wellbeing.
Their curiosity and enthusiasm reflected a strong interest in the field and the clinic looks forward to welcoming more aspiring mental health professionals in future.