Bachelor of Psychology

Purpose

To provide learners with introductory knowledge, skills, and attitudes (ethics) related to describing, assessing, understanding, explaining and developing human and organisational behaviour in a multi-cultural context.

To facilitate the application of the acquired knowledge, skills and attitudes related to human behaviour to develop self-insight and to be able to function effectively in people-oriented careers.

Rationale

To contribute to equity and redress in South African society by promoting a multicultural understanding of human and organisational behaviour.

Recognition of Prior Learning (RPL)

For admission to the programme, Recognition of Prior Learning will be given to learners who do not have a recognised school leaving certificate but who have relevant practical or work-related experience. Such learners will in any case be required to meet the assumption of the learning that needs to be in place (outlined in 4.1 of the policy). In addition, they need to provide evidence that they have the necessary foundational knowledge and skills to enter tertiary studies. Learners can provide this evidence by attending an interview with the programme team where they present and defend documented evidence related to their general knowledge base and academic skills. The programme team may also request the learner to compile a written report related to an important social issue under examination conditions to ascertain whether the learner can synthesise and integrate information and develop a logical written argument. For Recognition of Prior Learning (RPL) in relation to the programme modules, learners must attend an interview with the programme team where they present and defend documented evidence that clearly demonstrates that they have achieved all, or some, of the outcomes of a module (or Modules).

Entry requirements

The minimum entry requirement for this qualification is

• Senior Certificate, NQF Level 4 with endorsement.

Or

• National Senior Certificate, NQF Level 4 granting access to Bachelor studies.

N/A

Specific Outcomes.

By the end of this programme, learners will be able to

Foundational Competencies

1. Demonstrate an elementary understanding of the general principles and theories underpinning the scientific study of human and organisational behaviour and development within a multi-cultural context.
2. Demonstrate an elementary understanding of the general theoretical underpinnings of psychological measurement and assessment, as applied to individuals, groups, organisations and communities, within a multi-cultural context.
3. Demonstrate an elementary understanding of the general principles and theories underpinning individual, group, organisational, and community psychological intervention and development within a multi-cultural context.
4. Demonstrate an elementary understanding of how behavioural research methods as well as data collection and analysis methods are systematically applied to generate answers to human and organisational behaviour questions in a scientific way.
5. Demonstrate an elementary understanding of professional ethics in psychology.
6. Demonstrate elementary knowledge of the structuring of psychological and health-related services in South Africa as well as referral procedures.

Practical Competencies

1. Demonstrate effective oral and written communication and presentation skills in culturally diverse contexts.
2. Demonstrate appropriate listening, clarifying, probing, reflection and negotiation skills within group, individual and organisational intervention contexts.
3. Demonstrate ethically acceptable behaviour in interpersonal and research situations.
4. Describe, explain and predict human and organisational functioning by using appropriate techniques and theories.
5. Identify when the functioning of an individual, group, organisation or community could be enhanced or remedied through psychological intervention.
6. Plan, conduct, and report on a research study of limited scope.
7. Work effectively in a culturally diverse team to evaluate, describe and facilitate human and organisational functioning.
8. Facilitate their personal and career development through increased self-knowledge and self-development, management and entrepreneurial skills.

Reflexive Competencies

1. Generate a critical evaluation of the current status of psychology within the multi-cultural South African context.
2. Demonstrate a critical understanding of how the sub-disciplines of psychology synergistically interact with each other and with related disciplines.

Critical Cross-field outcomes

The critical cross-field outcomes prescribed by South African Qualifications Authority (SAQA) are embedded in the specific programme outcomes outlined above in the following way:

1. Problem solving, critical and creative thinking: This outcome is embedded in all the specific programme outcomes through the process of critically evaluating theories and principles of human and organisational behaviour and development within the multi-cultural South African context.
2. Working effectively as a member of a team: This outcome is specifically embedded in specific outcomes through providing activities where learners will have to work together when evaluating, describing, and facilitating human and organisational behaviour.
3. Self-organisation and management: This outcome is embedded in outcomes, through and more specifically the process of developing interpersonal, facilitative and self-management skills while participating in activities related to interacting with diverse individuals, groups, organisations and communities in an ethical and professional manner.
4. Information processing, evaluation and generation: This outcome is embedded in all the specific programme outcomes through the processes of gathering information to describe, evaluate, understand, and explain human and organisational behaviour and the written, oral, and electronic presentation of the information gathered.
5. Communicating effectively: This outcome is embedded in outcomes through the processes of describing, evaluating, understanding, explaining and facilitating human and organisational behaviour and the skills required to function effectively in a team.
6. Effective and critical use of science and technology: This outcome is embedded in all the specific programme outcomes through exposure to and the selection of appropriate methods and techniques for psychological evaluation, intervention, development and research within individual, group, organisational and community contexts.
7. Demonstrate a systematic understanding of the world: This outcome is embedded in all the specific programme outcomes through the acknowledgement that human and organisational behaviour can never be studied, described, explained and developed in isolation. From a meta-perspective, this outcome is specifically embedded in specific outcome, where critical reflection is used to evaluate the sub-disciplines of psychology in relation to each other and associated disciplines.
8. Reflecting on and exploring learning strategies: This outcome is embedded in specific outcomes through activities that will require learners to reflect on how to apply their growing understanding of human and organisational functioning to themselves and their development as well as to reflect on how to incorporate this learning into their personal and career development.
9. Citizenship: This outcome is embedded in all the specific programme outcomes through activities that facilitate the understanding and evaluation of effective human and organisational functioning and development.
10. Cultural and aesthetic sensitivity: This outcome is embedded in all the specific programme outcomes through activities where learners will explore and identify cultural factors in understanding and facilitating human and organisational behaviour.
11. Exploring education and career opportunities: This outcome is embedded in specific programme outcomes through which introduce learners to contexts in which their knowledge of human and organisational behaviour and its evaluation and development can be used in various work contexts or furthered in educational contexts.
12. Developing entrepreneurial opportunities: This outcome is embedded in specific programme outcomes through which provides learners with the applied skills necessary to functional effectively and independently in work environments that require knowledge and skills related to the evaluation and facilitation of human and organisational functioning.

Associated Assessment Criteria for Exit Level Outcomes

The criteria for assessing learners are based on the specific learning outcomes outlined above. In order to qualify learners must be able to:

1. Demonstrate elementary knowledge of the general principles and theories underpinning the scientific study of human and organisational behaviour within a multi-cultural context.
2. Demonstrate elementary knowledge of the general principles and theoretical underpinnings of psychological measurement and evaluation, intervention and development, and research.
3. Demonstrate appropriate written and oral communication and presentation skills.
4. Demonstrate appropriate listening, clarifying, probing, reflection and negotiation skills within group, individual, community and organisational contexts.
5. Identify functional and dysfunctional behaviour in individuals, groups, communities and organisations.
6. Demonstrate elementary research skills related to choosing a research problem, planning a study, conducting a study, analysing the resultant information, and reporting on it.
7. Critically relate the sub-disciplines of psychology to each other and to related disciplines within the multi-cultural South African context.
8. Identify their personal strengths and weaknesses and career direction and to facilitate personal growth and career development.
9. Work effectively in a team with their peers and a supervisor/mentor in psychological evaluation and facilitative contexts.

Integrated Assessment

The strategies that will be used to ensure that the specific and critical cross-field outcomes are achieved comprise

1. Continuous Assessment of the foundational knowledge competencies through tests, assignments and examinations.
2. Continuous Assessment of practical competencies through simulations, role-plays, case studies and field work.
3. The development and presentation of a human and organisational development portfolio containing, as a minimum:

• An integrative, critical essay where the learner reflects on what he/she has learned about human behaviour and its development across various modules and practical activities in the programme.
• A case study that reflects the development of an individual, group, community or organisation.
• A critical reflection of the learner's perception of his/her development, strengths and limitations as well as further development goals.

1. The development and presentation of a poster reflecting the inter-relationship between the sub-disciplines of psychology pertaining to evaluation and intervention as well as inter-relationships with related disciplines. A written explanation of the inter-relationships, as reflected in the poster, must be submitted. Learners must furthermore do a short oral presentation of their poster to their peers and lectures.
2. The development of psycho-educational booklets and/or pamphlets related to psychological and organisational well-being and coping with personal problems and illness.
3. A mini-research proposal and report by a team of researchers. The mini-proposal will be presented orally by the members of the team and use must be made of electronic media. The mini-report will be compiled by the research team. The mini-report must be in written format and must include a problem statement, literature review, a section on the methodology used, the research results and a discussion of them, as well as a critical overview of the study.