Bachelor of Education Honours in Educational Psychology

Purpose

The purpose of the qualification is to ensure that learners acquire a high level of theoretical knowledge as well as practical skills and experience in the field of Educational Psychology, via appropriate assimilation and analysis of new information. The Bachelor of Education Honours in Educational Psychology develops the learners' ability to find workable and ethical solutions to problems and challenges, as well as practical application of knowledge acquired. It also provides learners with the requisite knowledge and skills to render psychological services that are focused on prevention and primary intervention for psychological difficulties in diverse community context as well as the promotion of psychosocial health, within the scope of practice for Registered Counsellors which is defined according to the Health Professions Act, 1974 (Act 56 of 1974), as amended.

The qualification is designed to ensure that learners acquire the necessary skills to conduct a well-structured research project.

Lastly, this qualification is aimed at contributing to the pool of competent academics and professionals with the critical intellectual abilities to ensure advancement in the field of Educational Psychology and to make provision for the country's needs in a skilled workforce of high calibre.

On the completion of this qualification, learners will be able to

• Identify complex problems and offer solutions through critical and innovative thinking, responsible and independent problem-solving, and the application of basic and advanced scientific methods.
• Apply basic and advanced scientific methods and technology.
• Efficiently manage the collection, organisation, analysis, evaluation, integration and application of information from various sources, including advanced databases.
• Ensure competent and efficient personal organisation and self-management to guarantee independence at an advanced level.
• Take responsibility for personal self-development with emphasis on insight, responsibility, accountability, continued learning, self-criticism, and acceptance of criticism from others, and the ability to work independently.
• Work as part of a team to add value to the larger group through constructive collaboration, cooperation and self-initiated new actions.
• Effectively communicate through competent presentation of information and data by means of oral, audiovisual and written skills and by demonstrating appropriate graphical, statistical, linguistic and computer proficiency.
• Develop and demonstrate a holistic approach to problem solving within the context of respect and sensitivity for other people, different communities of practice, and the environment.

Rationale

The Professional Board for Psychology of the Health Professions Council of South Africa (HPCSA) introduced the registration category of Registered Counsellors in 1999. This was done as part of a restitution process in order to democratise the profession of Psychology and to make psychological services accessible to a greater majority of South Africans, particularly in primary settings. Previously most psychological services had been accessible only to those who could afford to pay for such services. The purpose of the qualification is consequently to train educational-psychological counsellors who comply with the academic and practical requirements of the HPCSA in the registration category of Registered Generic Counsellor within a school context. The qualification modules cover the different roles and functions a counsellor should be able to fulfil in school and community contexts.

The Bachelor of Education Honours (BEd Hons) in Educational Psychology qualification is aligned with the National Framework for Human Resources for Health in South Africa and is responsive to the psychological needs and care of the South African population in diverse contexts. The qualification is aimed at producing competent, ethical and professional practitioners who will meet the needs of South Africa in order to make primary psychological services available in diverse settings thereby enhancing psychological well-being of the public.

Qualifying practitioners are able to provide a variety of psychological services at the primary health care level. The focus of the profession is on prevention, promotion and community based care. The BEd Hons (Educational Psychology) qualification will provide the student with the competence of deep and systemic understanding of the current thinking, practice, theory and methodology related to a specialisation in counselling in the school community. Learners will develop the skills to design, implement and monitor preventative and developmental programmes that are appropriate for the school community. These developmental and preventative programmes may focus on aspects such as child abuse, bullying and trauma as a result of violence. Learners will develop an ethos of care to support learners who experience difficulties in their schooling, and their parents and teachers within diverse educational contexts, in a socio-culturally appropriate manner. Graduates with this qualification will have developed sufficient academic understanding and the skills to provide career guidance in the school community.

This Honours Degree will enable learners to write the Board Exam of the HPCSA's Board for Psychology to register as a counsellor.

Recognition of Prior Learning (RPL)

The Bachelor of Education Honours (Educational Psychology) qualification conforms to the University's Policy for Assessment and Recognition of Prior Learning (ARPL) as well as the ARPL policy of the Faculty of Education. The policy defines the process that must be followed in the assessment of an application for Recognition of Prior Learning (RPL) at Postgraduate level and provides information pertaining to assessment tools that can be used in the assessment of RPL applications. The ARPL process is subjected to the Faculty's quality assurance process. Unsuccessful applicants may appeal according to the relevant appeal procedures. The ARPL policy caters for admission of students who do not meet the minimum entry requirements and to grant advanced standing to students.

Entry Requirements

The minimum requirement for this qualification is

• Bachelor of Education, at NQF Level 7.

Or

• Postgraduate qualification in Education at NQF Level 8.

Or

• Four year integrated Education Degree at NQF Level 7.

Or

• General Bachelor's Degree at NQF Level 7 plus a 120 Credit Teaching Qualification at Level 7.

In addition to these admission requirements Psychology I, II and III as part of a B-Degree or a comparable subject accredited for this purpose by the Health Professions Council of South Africa's (HPCSA) Professional Board for Psychology is required.

This qualification consists of compulsory modules at NQF Level 8 totalling 150 Credits.

Modules

• Research Assignment, 30 Credits.
• Educational Research, 10 Credits.
• Interpretive Research, 5 Credits.
• Learning Support, 15 Credits.
• Educational- Psychology Assessment,15 Credits.
• Mental Health, 15 Credits.
• Counselling, 20 Credits.
• Counselling Practice, 40 Credits.

1. Identify complex problems and offer solutions through critical and innovative thinking, responsible and independent problem-solving, and the application of basic and advanced scientific methods.

2 Apply basic and advanced scientific methods and technology efficiently and responsibly.

1. Manage the collection, organisation, analysis, evaluation, integration and application of information from various sources, including advanced database.
2. Develop personal organisation and self-management abilities to ensure independence at an advanced level.
3. Undertake personal self-development with emphasis on insight, responsibility, accountability, continued learning, self-criticism, acceptance of criticism from others, and the ability to work independently.
4. Work as part of a team and add value to the larger group through constructive collaboration, cooperation and self-initiated new actions.
5. Develop and demonstrate a holistic approach to problem solving within the context of respect and sensitivity for other people, different communities of practice, and the environment.

Associated Assessment Criteria for Exit Level Outcome 1

• The nature of trauma and the biological, cognitive and affective effects on a person are understood.
• An understanding of basic counselling skills is demonstrated and the necessary skills to establish counselling relationships are acquired.
• Traumatic memories are understood.
• A crisis plan with regard to trauma is developed and implemented.
• Insight and understanding of the emotions and behaviour associated with the loss of loved ones or highly valued circumstances and the accompanying processes that children might experience, as well as the skills to facilitate such processes in order to empower teachers supporting learners during times of bereavement are developed.
• Ethical conduct with regard to self-injury and suicide ideation is agreed upon and maintained.
• Informed decisions regarding career planning/development in adolescents/adults are facilitated.
• Healthy adolescent sexuality is encouraged and facilitated.
• Cross-cultural work in counselling is facilitated.
• Preventative programmes are designed, implemented and evaluated thereby promoting resilience and life-skills development.
• An understanding of the community counselling process is demonstrated.
• The counsellor as social change agent is conceptualised.

Associated Assessment Criteria for Exit Level Outcome 2

• The theories and models of learning, behaviour, emotional and learning problems with regard to children and adolescents within inclusive education are known and understood.
• The manifestation of the above-mentioned in formal as well as informal education situations is understood.
• The principles, ethical considerations and practice of responsible educational and psychological assessment methods, e.g. psychometric testing, educational assessment and informal educational evaluation are known.
• Knowledge and understanding with regard to counselling, learning support and whole school development are demonstrated.
• A systemic approach to problem solving and professional development as well as sensitivity for different social contexts is demonstrated.
• An understanding and appropriate application of professional ethics and relevant legal frameworks during their practicum and supervision is demonstrated.
• The ability to collaborate and function as a professional member of a multidisciplinary team is demonstrated.
• Multidisciplinary professional networks for the purpose of referring clients for appropriate services are developed.
• Plan, develop and implement Sustainable preventative qualifications/projects aimed at promoting psychological wellbeing are planned, developed and implemented.

Associated Assessment Criteria for Exit Level Outcome 3

• Relevant professional policy requirements with regard to assessment and the use of psychometric instruments in the South African context are critically reflected upon.
• theoretical knowledge, values and practical skills related to educational and psychological assessment and psychometry are acquired.
• Competency in executing educational and psychological assessment within the scope of professional practice of registered counsellors is demonstrated.
• Competency in oral and written feedback on assessment results is demonstrated.
• Legal, ethical and best assessment practices are engaged in.

Associated Assessment Criteria for Exit Level Outcome 4

• Understanding of the key features of different research traditions is demonstrated.
• The ability to critically analyse the assumptions which underpin different research methods is demonstrated.
• The ability to use conceptual tools in critically reading research is demonstrated.
• An understanding of what methodological coherence means is demonstrated.
• The ability to select research methods appropriately is demonstrated.
• The importance of multi-data production techniques is appreciated .
• The key elements involved in research design and data analysis are understood.
• Processes involved in legitimating knowledge are understood.
• The relationship between ethics and research is understood.

Associated Assessment Criteria for Exit Level Outcome 5

• A basic knowledge of the theoretical and methodological traditions within interpretive research in education is demonstrated.
• Scientific knowledge is distinguished from lay knowledge.

Basic research knowledge is applied to the selection of a design, methods and methodology.

• Observation and interviewing is engaged in by applying the acquired basic fieldwork skills.
• Knowledge in how to engage in research in an ethical and technically defensible way is acquired.

Associated Assessment Criteria for Exit Level Outcome 6

• The skill to apply and critically discuss the implications of assessment in schools and communities as stated in policy and other relevant documents is demonstrated.
• International and South African paradigmatic shifts in assessment for and provision of learning support and the theoretical framework which encapsulates it are discussed and critiqued.
• Theoretical knowledge bases are applied to assessment and support of literacy, mathematics and perceptual skills.
• Plan and execute effective learning support within a supportive environment.

Associated Assessment Criteria for Exit Level Outcome 7

• An introductory understanding of an area of the broader process of interpretive research in educational psychology is shown.
• Define and formulate a research question.
• Find and write up relevant, sufficient and recent literature on the topic.
• Knowledge and skills of research design and methodology of interpretive research are demonstrated.
• A research project of limited scope is designed and executed within ethical guidelines.
• referencing skills are demonstrated.
• A research study is reported on.

Integrated Assessment

The practicum training (experiential learning) is mainly embraced by the module Counselling Practice. Learners are placed at schools in previously disadvantaged communities where they become involved in counselling, assessment, learning support and whole school interventions. They have to demonstrate systemic and asset-based approaches in problem solving and professional development and sensitivity to diverse social contexts. They are supported and guided by means of two-weekly site visits by a registered educational psychologist, a weekly two hour session of group supervision, and individual supervision by means of personal contact or via telephone calls or e-mails. The learners have to email their critical reflections on their practicum experience on a two weekly basis to supervisors. The supervisors provide feedback.

Learners also need to compile a portfolio containing their reflective journals, case studies demonstrating their counselling and assessment skills, report writing skills and a description of their systemic project undertaken in their practicum setting. The portfolio is submitted at the end of their practicum placement and is subsequently evaluated by lecturers. Their assessment skills are evaluated by the lecturer who presents the module in Educational and Psychological Assessment and who also observes assessment sessions at schools. During the last term learners have to present workshops to supervisors/lecturers and their peers on relevant topics chosen from a list compiled by the lecturers. Their marks for these presentations are composed of peer and lecturer assessment marks. They write the official university examination and have integrative oral examinations where they present their understanding of the role of a registered counsellor in the educational context. They illustrate their understanding with examples from their practicum experience and link it to theory. The panel examining these presentations consists of the two lecturers involved in the Counselling Practice module as well as an external examiner from another South African university. The criteria on which they are assessed are professionalism, theoretical insight, integration, and interventions.