Bachelor of Arts Honours in Psychology

Purpose

There is the development of strategic problem-solving abilities through theoretical engagements and intellectual independence at a high level. Furthermore, learners will demonstrate competencies in contributing to the economic well-being of their organisation responsibly.

This qualification presents a variety of skills which is incorporated a variety of skills which are highly attractive to academic institutions and add value to the workplace. This qualification will equip learners with the ability to think and act strategically, professionally, empathically, ethically and potentially contribute meaningfully to the mental health industry.

The Bachelor of Arts Honours in Psychology builds on the knowledge and skills developed in the Psychology undergraduate curriculum.

This qualification will develop the learners' skills in research methods, critical analysis and academic discourse for them to complete a self-directed research project. Learners' will gain practical and applied experience in research. They will be able to develop a proposal through to the completion of a research paper. Thus, the ultimate goal is to acquire essential research skills needed in both professional and academic contexts.

The production of an independent research project will result in the development of skills that are attractive to employers. This particular set of skills include the following:

• Information-gathering skills;
• Analysis and synthesis skills;
• Methodological skills;
• Statistical reasoning skills;
• Communicating with, and relating to, people from diverse backgrounds; and
• Writing skills.

The Bachelor of Arts Honours in Psychology will develop highly sophisticated skills in the field of applied psychology. These skills will promote the employability of the learners. The generic skills included are:

• High-level literacy,
• Numeracy,
• Computer and information-finding skills.

In addition to the generic skills, this qualification offers a range of highly sought after skills, both internationally and in the context of South Africa. These scarce skills include:

• How to operationalise the measurement of complex processes;
• The ability to habit formation and social appropriateness;
• The mechanisms of social communication and potential sources of interpersonal conflict;
• The ability to tackle a range of different types of problems and employ a range of approaches to understanding problems;
• To identify the shortcomings and pitfalls of a particular action;
• The ability to explore issues from multiple points of view;
• To identify recurrent patterns in human activity); and
• To understand a pragmatic approach to work and engage problem-solving.

This qualification will consolidate and deepen the learners' expertise in the disciplines of five core and aligned fields within Psychology, namely:

• Ethics in Psychology,
• Biological Psychology,
• Community Psychology,
• Psychopathology,
• Psychotherapeutic interventions and assessment.

All the core and aligned disciplines will have a sustained focus on their utility in the South African context and the contribution that they can make to address the challenges currently faced in South African society.

Rationale

In South Africa, there is a high demand for training psychometrists who will serve in a broad range of contexts. Psychometry is a scarce skill and legislation requires that all psychological assessment instruments are relevant to the South African social and multicultural contexts. Over and above preparing learners within a South African context, learners will also develop skills that are widely recognised and accepted in international contexts.

This qualification prepares learners academically for potential admission into further professional qualifications as Clinical or Counselling Psychologists. These qualifications are Masters qualifications at NQF Level 9.

Recognition of Prior Learning (RPL)

The University's Recognition of Prior Learning (RPL): Policy and Procedures document sets out the requirements and procedures for the Recognition of Prior Learning for admission to university study. Prior learning recognises certified university qualifications that are acceptable to the Senate for recognition for admission.

Appropriate professional qualifications, as well as a body of practical experience, substantiated through a portfolio providing documentary evidence in support of the specific RPL application may also be considered. Applications are admitted in terms of the rules governing selection for Postgraduate studies which states that: "An applicant who has graduated from another tertiary institution or who has in any other manner attained a level of competence which, in the opinion of the Senate, is adequate for the purpose of Postgraduate studies or research, may be admitted as a learner of the University. Learners will have to use the university's procedure, which is approved at various university levels". The relevant body must endorse the assessment of all learners for approval before registration. Performance of learners admitted by RPL will be closely monitored, and implementation thereof.

Entry Requirements

The minimum admission requirements for this qualification are

• Bachelor of Arts with Psychology, NQF Level 7.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 8 totalling 130 Credits.

Compulsory Modules, Level 8, 130 Credits

• Research and Statistics, 30 Credits.
• Therapeutic and Counselling Interventions, 20 Credits.
• Psychopathology, 20 Credits.
• Psychological Assessment and Psychometrics, 20 Credits.
• Ethics and Community Psychology, 20 Credits.
• Health and Neuro Psychology, 20 Credits.

1. Demonstrate knowledge and engagement in the area of Applied Psychology.
2. Understand research theories, methods and techniques, and to apply this knowledge in order to conduct an independent research project.
3. Exhibit the skills of interrogating multiple sources of knowledge in psychology, and evaluating both this knowledge and the process of psychological knowledge production.
4. Display an understanding of the complexities of selecting, applying and transferring standard psychological techniques to a range of unfamiliar problems.
5. Identify, analyse and address complex and abstract psychological problems through the systematic use of psychological knowledge and methods using specialised skills.
6. Identify and apply ethical rules and conduct in practice within a South African context.
7. Critically review information, synthesise data, manage and evaluate processes in psychological contexts to develop creative responses to psychological problems and issues.

Associated Assessment Criteria for Exit Level Outcome 1

• Demonstrate knowledge of community psychology and insight into formative academic and social forces.
• Discuss the various factors that contribute holistically to the development of specific psychological problems critically.
• Display knowledge of the different therapeutic approaches and their key concepts.
• Exhibit in-depth knowledge and understanding of the psychometric principles that guide test development and usage.

Associated Assessment Criteria for Exit Level Outcome 2

• Demonstrate knowledge and understanding of concepts and methodologies of research.
• Apply principles of research appropriately.
• Show an ability to differentiate between a range of research designs and their application within a specialised field.

Associated Assessment Criteria for Exit Level Outcome 3

• Reveal critical understanding of community psychology methodologies and interventions and proficiency in concept operationalising and application.
• Identify the techniques and procedures related to the various psychotherapeutic approaches.

Associated Assessment Criteria for Exit Level Outcome 4

• Display critical understanding and an analysis of the core concepts and principles of community psychology and public health.
• Evaluate and apply various therapeutic interventions to particular case studies within the South African context.
• Assess and analyse the relationship between psychological theories and the design of assessment measures.
• Evaluate the sequence of development and the relevant underlying processes within a lifespan framework critically.

Associated Assessment Criteria for Exit Level Outcome 5

• Review different models of community psychology critically.
• Evaluate the suitability and fairness of assessment measures and administration procedures within multicultural contexts critically.
• Discuss the various controversial debates within developmental psychology about the nature and causes of change critically.

Associated Assessment Criteria for Exit Level Outcome 6

• Demonstrate an understanding of the knowledge of relevant legislative frameworks which impact on psychological practice and research.
• Apply research and practice ethics following these legislative parameters.
• Analyse multiple role relationships in personal life, workplace settings and academic roles.
• Evaluate current ethical dilemmas in various settings critically.

Associated Assessment Criteria for Exit Level Outcome 7

• Report and analyse data collected critically through a research process.
• Synthesise conceptual and methodological diversity into coherent responses to complex real-world problems and case studies.

Integrated Assessment

The institution implements formative and summative assessment practices in line with the strategies of the University.

Formative Assessment

Continuous assessment will be applied throughout the module by both the lecturer and peers and is intended to serve as a 'performance indicator' to the learner. The emphasis will be on constructive criticism, helping the learner to recognise his or her shortcomings and work on them. Formative assessment will contribute 50% of the final mark.

Summative Assessment

Integrated assessment, focusing on the achievement of the Exit-Level Outcomes, will be applied, where applicable, by written examinations, practical examinations, and project evaluations. The learner will be judged to be competent or not competent yet. The assessment (a process which will be completely transparent) and will be discussed with the learner. Summative assessment will contribute 50% of the final mark.