Bachelor of Arts Honours in Psychology

Purpose

The Bachelor of Arts Honours degree in Psychology offers specialisations in two key areas identified by the Health Professions Council of South Africa for registration in the category of 'Registered Counsellor'-as part of the new professional practice framework for Psychology in South Africa. To this end, learners are equipped with advanced knowledge, skills, and attitudes (ethics) related to assessing, understanding, explaining and developing human behaviour in a multi-cultural context. The promotion of a multi-cultural understanding of human behaviour will contribute to equity and redress in South Africa.

It is the intention of the college to seek the approval of the Board of Psychology of the Health Professions Council of South Africa to offer a post-honours six-month internship training in the fields of Family Counselling and Pastoral Counselling. Those students who successfully complete the Honours degree will be eligible to apply for this internship training. Those successfully completing the internship training will be allowed to write the National Board of Psychology's examination for Registered Counsellors.

Rationale

The offering of this degree is a response to the increased need for trained and registered psychological counsellors in South Africa with a particular focus upon the psychological challenges presented in the arenas of family life and community mental health.

Integral values in this programme include

• Preparing students for advanced study in psychology.
• Preparing students to obtain employment in a range of psychology-related vocational pursuits in family mental health, clinical pastoral care, and education.
• Preparing students to pursue a Health Professions Council of South Africa (HPCSA) approved internship in order to register as a Registered Counsellor with a specialisation in Family Counselling and/or Pastoral Counselling.

The learner should

• Be competent in the language of instruction, i.e. English, and be able to communicate effectively in writing and orally.
• Be able to interact effectively with people, individually and in groups.
• Have a strong and cohesive knowledge foundation in Psychology.
• Have a knowledge foundation of fundamental research in Psychology at an undergraduate level.
• Have analytical, interpretive and integrative skills that have practical value for the society as a whole.

Recognition of Prior Learning

RPL is used at Cornerstone for two purposes

1. Access

> To admit no more than 10% of applicants who do not have the necessary 65% grade point average in a related undergraduate programme (with Psychology 3 or equivalent) for admission to this programme, but who have obtained work or life experience that qualifies them to be admitted as postgraduate students.

2. Credits

> To give students credit for transferable prior learning in an accredited academic programme equivalent to NQF Level 8.

Procedure for access

• Applicants admitted on the basis of recognised prior learning must have two years experience (during the past four years) in a psychology-related field.
• The candidate must submit a portfolio of evidence focusing on the following:

1. Length of service.
2. Amount of hours worked per month.
3. Responsibilities.
4. Supervisory tasks/positions.

• In addition to the two referee reports required by the standard application process, the applicant's present or former supervisor/employer must submit a reference which states the academic and practical capabilities of the applicant and complete a questionnaire supplied by the college.
• All students are accepted provisionally for one term to determine whether they cope academically and financially. The dean, registrar and psychology department head approve the final acceptance. Recognition of Prior Learning students are assessed particularly at this stage to monitor their academic capabilities.

Procedure for credits

• Applicants requesting credits for certain modules as a result of formal prior learning, need to have the prior learning assessed to determine whether the applicant has the knowledge and skills that the modules require (competence). If the previous work completed is at the same NQF Level and of comparable content, then credit for credit is granted.

1. Applicants must submit a portfolio of evidence (e.g. course description, transcript, class notes, assessments), which is assessed by a qualified assessor.
2. Applicants are assessed for each module for which credit is sought, by means of assignments or an examination.

Access to the Qualification

Third year in Psychology undergraduate studies with minimum of 65%.

Criteria for acceptance include

• A strong interest in and study of Family Counselling and/or Pastoral Counselling.
• Cognitive competencies (e.g. strong academic record, computer literate).
• Professional competencies (e.g. maturity; capacity to have a positive impact on others; field-related experience where possible).
• Interpersonal competencies and personal qualities (e.g. verbal communication skills; interpersonal sensitivity).
• Potential to contribute to diversity in the programme.

As per the RPL Policy below, no more than 10% of applicants who do not have the necessary 65% grade for third year in Psychology (or equivalent) can be admitted into the programme. Such students must have obtained work or life experience which qualifies them to be admitted as post-graduate students.

Level, Credits and Learning Components assigned to the Qualification

• 130 credits.
• NQF Level 8 (new framework) (old Level 7).

Fundamental

Components; Credit allocations

• Professional Development and Ethics; 10 credits.

Core

Components; Credit allocations

• Psychotherapy; 10 credits.
• Psychopathology; 20 credits.
• Psychometric Assessment and Measurement; 20 credits.
• Programme Evaluation; 10 credits.
• Quantitative Techniques; 10 credits.
• Qualitative Methods of Analysis; 10 credits.

Electives

Components; Credit allocations

- Advanced Family Counselling

> Theory and Praxis; 10 credits.

> Clinical Techniques; 20 credits.

OR

- Advanced Pastoral Counselling

> Theory and Praxis; 10 credits.

> Clinical Techniques; 20 credits.

Total 130 credits.

Exit Level Outcomes

1. Apply critical thinking skills in the assessment and resolution of community mental health needs with a specific focus in family or clinical pastoral care contexts.
2. Work effectively with other professionals in a team setting.
3. Demonstrate mastery of general principles and theories underpinning family or clinical pastoral settings.
4. Demonstrate an advanced understanding of professional ethics in psychology and/or clinical pastoral work, with special reference to issues of statutory control.
5. Demonstrate mastery of the basic concepts and conceptual framework of programme evaluation.
6. Demonstrate systematic thinking about selection of techniques for various research scenarios.
7. Develop comprehension of the theoretical traditions within qualitative research.
8. Demonstrate the ability to execute the techniques of analysis covered in the programme.
9. Explain how developmental, ethnic, socioeconomic, and gender factors affect the clinical diagnosis and conceptualisation of psychopathology.
10. Develop conceptual and procedural knowledge of the descriptive nosological system that is codified in the DSM IV-TR, and the ability to use the system to diagnose the presence of mental disorders.
11. Demonstrate critical thinking about the applicability of western models to the multi-cultural South African context.
12. Demonstrate comprehensive knowledge of therapeutic modalities utilised in Family of Clinical Pastoral settings.

Associated Assessment Criteria for Exit Level Outcome 1

• Use an appropriate model of the causes of community health problems.
• Evaluate various responses to community health needs and motivate why a certain response would be better than others.

Associated Assessment Criteria for Exit Level Outcome 2

• Show respect for the opinions and views of others within a team setting.
• Communicate one's ideas clearly.
• Accept and fulfil team responsibilities.

Associated Assessment Criteria for Exit Level Outcome 3

• Grasp the general principles and theories with originality in analysis.
• Present coherent and compelling arguments.

Associated Assessment Criteria for Exit Level Outcome 4

• Systematically develop an ethical response to matters pertaining to one's profession.
• Grasp statutory requirements of one's profession.

Associated Assessment Criteria for Exit Level Outcome 5

• Evaluate a programme by critically applying taxonomy of evaluation.

Associated Assessment Criteria for Exit Level Outcome 6

• Apply a full range of techniques used selectively to support the research scenario.

Associated Assessment Criteria for Exit Level Outcome 7

• Grasp the general principles and theories with originality in analysis.
• Present coherent and compelling arguments.

Associated Assessment Criteria for Exit Level Outcome 8

• Grasp the general principles and theories with originality in analysis.
• Present coherent and compelling arguments.

Associated Assessment Criteria for Exit Level Outcome 9

• Demonstrate a full understanding of the factors that affect a clinical diagnosis.

Associated Assessment Criteria for Exit Level Outcome 10

• Recognise diagnostic criteria for various disorders and provide a 5-axial diagnosis for a disorder.

Associated Assessment Criteria for Exit Level Outcome 11

• Think systematically and critically evaluate a full range of models.

Associated Assessment Criteria for Exit Level Outcome 12

• Systematically develop an ethical response to psychological assessment.

Integrated Assessment

• Continuous assessment of the foundational knowledge competencies through tests, assignments and examinations.
• Continuous assessment of practical competencies through simulations, role plays and case studies.
• A critical reflection of the learners' perception of their psychological assessment knowledge, skills, strengths and limitations.