Bachelor of Health Sciences Honours in Psychology

Purpose

The primary purpose of the Bachelor of Health Sciences Honours in Psychology is to prepare learners for research-based postgraduate study or the professional Master's Degree in Psychology. It serves to deepen learners' expertise in the field of psychology, and to develop research capacity in the methodology and techniques of the field of psychology. The qualification demands a high-level of theoretical engagement and intellectual independence. The institution provide qualifying learners with a broad, integrated knowledge foundation of the field of Psychology. The qualification also provides a strong foundation for fundamental and applied research methods for those intending to further studies in advanced psychology at HEQF Level 9.

Rationale

This qualification is a niche in the rapidly developing world which constantly calls to question human behaviour in adapting to the change. There is, therefore, a need to improve research on psychological evaluations and intervention techniques to respond to the needs of society. These are the reasons that led to the development of this qualification is developed. This qualification is academic. Learners obtain analytical, interpretation and integration skills. This curriculum prepares the learner for further Postgraduate study in Psychology.

Recognition of Prior Learning (RPL)

Where learners do not meet the minimum admission requirements, RPL may be used to grant access to the qualification. RPL applies according to the Recognition of Prior Learning, Credit Accumulation and Transfer, and Assessment (CHE 2016) and the institution's RPL policy. The Faculty of Health Science manages the process. Assessment of Learners is against NQF Level 7 competencies.

Entry Requirements

The minimum entry requirement for this qualification is

• Appropriate bachelor's Degree, NQF Level 7 with Psychology as a major or the equivalent.

This qualification consists of the following compulsory modules at NQF Level 8 totalling 168 Credits.

Compulsory Modules,120 Credits

• Psychological Evaluation, 16 Credits.
• Community Psychology: Theory, 8 Credits.
• Applied positive psychology, 16 Credits.
• Intervention techniques, 16 Credits.
• Theoretical perspectives on rendering help, 16 Credits.
• Child and adolescent psychology, 16 Credits.
• Psychopathology, 16 Credits.
• Descriptive Statistics, 12 Credits.
• Practical Statistics, 12 Credits.
• Research Report: Theory and practice, 40 Credits.

1. Demonstrate a comprehensive, systematic knowledge of psychometrics, psychological evaluation, psychopathology, basic intervention and counselling techniques. This knowledge includes programme development and presentation.
2. Critically evaluate existing knowledge concerning theories, research methods, techniques and technology in psychology, and apply that knowledge to various contexts.
3. Diagnose psychological pathology in individuals, groups and communities, design basic intervention programmes and apply them in various socio-cultural circumstances.
4. Obtain, analyse and interpret relevant information concerning individuals, groups and communities, and communicate the information, either individually or as a member of a group, by writing reports, doing assignments, or reporting orally.
5. Reflect on the impact of the study material on the self as a person and as a future caregiver.
6. Observe and apply ethical, professional and value-based code of conduct in all modes of communication and association with individuals and groups.
7. Utilise appropriate technology (computer, e-mail,) effectively in the Psychology environment (technological and environmental literacy).
8. Explore different effective learning strategies to acquire the different capabilities of a practitioner in the field of Psychology.
9. Promote responsible citizenship through their approach towards the holistic application of Psychology-related skills.

The following associated assessment criteria apply across all Exit Level Outcomes

• Communicate verbally in a group context or writing, their own critical, evaluating viewpoint concerning the role of the factors that stimulate and influence psychological assessment.
• Apply knowledge of the assumptions, values and principles of psychological evaluations in the formulation of an evaluation plan for children, adolescents and adults as provided in case studies.
• Plan appropriate community psychology interventions based on a) south ethical principles for access to communities, b) knowledge of the different theoretical models, c) clear considerations of the level of engagement, the community and the broader contextual issues in which the community functions.
• Describe and compare the traditional pathogenic paradigm to the salutogenic perspective of human functioning, and develop a balanced perspective on mental health and a sound understanding of its implications for public health care.
• Select specific theories from within the psychofortogenic paradigm and apply them effectively to facilitate the bio-psycho-social well-being of individuals and communities within cultural contexts.
• Differentiate between the various types of crisis, trauma and stress situations and manifestations of symptomatology to render the most applicable service to the victims across the span of life domains, types of relationships and life settings as well as focusing on the carer/helper self.
• Analyse case studies or examples to develop and justify suitable interventions based on theoretical evidence and communicate these in a report according to the prescribed conventions of the subject.
• Investigate the effect of modern technologies on child and adolescent development on physical, cognitive, social and emotional levels.
• Identify, describe and apply specific research designs in both quantitative and qualitative and mixed methods research designs as well as reporting on the project.

Integrated Assessment

Formative assessment: through projects, assignments, case studies and tests during the year in the modules. In some modules, formative assessment include portfolios, practical evaluations and a research proposal.

Summative assessment: Integrated exam (written and practical) and a research report on discrete research.