Bachelor of Psychology

Purpose

Purpose(s) for the Individual

The purpose of the 4-year learning programme is to offer a professional degree in Psychology that trains students in psychology as well as the understanding of the spiritual dimension of human functioning. This enables students to follow a holistic approach to mental health and the well-being of people as recommended by the South African Department of Health.

The programme offers a combination of courses focusing on the intra-psychological, interpersonal, socio-economic and spiritual aspects of human functioning, and trains students to be able to register as registered counsellors (refer to Regulation no. R1820 dated 19/03/2003) - a new registration category introduced by the Professional Board of Psychology of the Health Professions Council of South Africa (HPCSA). The reason for this new category was because of South Africa's urgent need for suitable, qualified providers of psychological services who are able to address the needs of people from various communities and ethnic backgrounds.

The purpose of the learning programme is therefore to train students to perform the acts of a registered counsellor (upon meeting the requirements of and registration with the HPCSA) as stipulated by the Health Professions Council of South Africa:

• "Execution of more formalised, structured and short term interventions at the primary/curative/preventative level across the full scope of psychology. These interventions require the application of concrete and pre-determined decision-making rules, e.g. school, trauma, marital, pastoral, employee, career or AIDS counsellor."

Students should, after completion of the learning programme, be able to perform the core and derived competencies required of registered counsellors which include:

• Psychological assessment.
• Psychological intervention.
• Referral expertise.
• Research.
• Consulting skills.
• Policy and standards implementation.
• Project implementation and management.
• Basic practice management.

Purpose(s) for social and economic transformation

Registered counsellors can operate in both the community and social context, depending on the chosen focus area of practice. The learning programme offered by the Institute, provides for the following areas of practice, i.e. school counsellor, trauma counsellor and pastoral counsellor. Students will be trained in one of these focus areas, according to their choice. The compulsory practical work and internship will furthermore develop the necessary counselling skills in the specific focus area.

Students trained as school counsellors will operate within the school context, and will be able to perform the following acts: assessment and primary intervention. Trauma counsellors will be able to perform assessment of trauma-related problems, debriefing and primary intervention. Pastoral counsellors will operate within the church context, and will be able to perform assessment of presenting problems, including spiritual problems, as well as primary intervention.

This programme trains students in a holistic way to provide psychological services focused on primary intervention (prevention and promotion of health) and secondary intervention (aimed at early identification and treatment of problems).

Furthermore, it is emphasized in the training programme that providers of psychological services should work closely together with all the role players in the field of mental health, working towards a community-based health system. Students are therefore trained to network with schools, social welfare departments, trauma clinics, churches, etc.

This programme thus contributes to the goals of the Department of Health who postulates a holistic treatment perspective that would enable mental health care workers to gain a better understanding of the context in which the individual functions, identifying target areas and planning intervention. The Department furthermore proposes primary health care teams that include health care workers and personnel with a variety of skills.

To achieve this end, the Institute of Christian Psychology of the APA is committed to effective and efficient training, education, research and community service which are of high quality and will produce socially useful and enriching knowledge, as well as the relevant skills and competencies necessary for social and personal growth.

What the qualifying learner will know and be able to achieve

The objectives of the course in Christian Psychology are to

• Teach the facts, principles and technical vocabulary of psychology and to engage the students in critical thought processes.
• Teach the technical vocabulary and principles of spiritual belief systems with specific reference to the Christian belief system and to study the role of belief systems in human functioning on an intra-psychological, interpersonal and cultural level.
• Engage students in scientific inquiry about psychological processes including spirituality.
• Increase students' awareness of important social processes.
• Equip students through knowledge and experiential learning to understand and cope with their personal and professional lives.
• To support every student in the process of self-actualization, the search for meaning in life and developing of social responsibility.

Rationale

The Afrikaanse Protestantse Akademie (APA) offers this degree (B.Psych) through its Institute of Christian Psychology as a logical progression from the APA's focused Bachelor of Arts degree in Psychology and as part of its generic BA degree.

The aim of the learning programme is therefore to train students to perform the acts of a registered counsellor (Regulation no. R1820 dated 19/12/2003) as stipulated by the Professional Board of Psychology of the Health Professions Council of South Africa - upon fulfilling the requirements of the HPCSA.

The HPCSA states the role of the registered counsellor to be

• "Execution of more formalised, structured and short term interventions at the primary/curative/preventative level across the full scope of psychology. These interventions require the application of concrete and pre-determined decision-making rules, e.g. school, trauma, marital, pastoral, employee, career or AIDS counsellor."

How the qualification meets the specific needs of the sector for which it is generated

The professional qualification meets the specific needs of the sector for which it is generated because it was developed according to the guidelines of the Board of psychology of the HPCSA for the Bachelor of Psychology qualification and was submitted to the HPCSA for approval and received approval provided the programme is registered by the DOE (Letter from HPCSA attached).

Range of typical learners and the occupations, jobs or areas of activity in which the qualifying learners will operate.

Typical learners will have matriculated with university exemption (as a minimum prerequisite) and desire to become registered counsellors by the HPCSA.

The occupations after fulfilling the other (outside of the B.Psych) registration requirements of the HPCSA will be that of a registered counsellor. This might be in private practise, health settings or business and industry. The counsellor in private practise conducts individual or group counselling including family counselling, trauma counselling, career guidance, crisis counselling, skills training and psycho-education workshops. Counsellors in health settings such as community clinics or hospitals are involved in primary prevention and forms part of a multi-disciplinary team of psychiatrists, psychologists and social workers. Counsellors in industrial settings can become involved in employee assistant programmes including stress management, life-skills training and health promotion programmes.

Learning pathway

Learners will have matriculated with university exemption (as a minimum prerequisite) or at RPL at that level. It is a National Professional First Degree. It is a four year qualification which includes a 6 month internship (practicum). After obtaining the B.Psych, the student may do a Master's degree at NQF Level 8 in the relevant registration category including clinical, counselling, educational, industrial and research psychology. After completion of a Master's degree the student may complete a doctorate in Psychology at NQF Level 8 +.

How the Qualification is a planned combination of learning outcomes which have a defined purpose and will provide qualifying learners with applied competence and a basis of further learning:

As the B.Psych is a professional first degree which includes a practicum, it provides qualifying learners with applied competence to be registered counsellors (after passing the additional requirements of the HPCSA). It also provides a basis for further learning as explained in 4.3 above.

Evidence as to how the B.Psych will provide benefits to society and the economy

The central rationale of the B.Psych programme is to benefit the larger community by providing the community with emotional, psychological and spiritual support networks and services in the form of registered counsellors.

The B.Psych degree and the profession of registered counsellor provides a new mid-level of professional counselling expertise which should make professional counselling services available and accessible to a large number of people in the South African context.

The economy will benefit in two ways

Firstly, because an entire new range of professionals will enter the market, thereby creating a entire new range of jobs.

Secondly, the range of emotional, psychological and spiritual support networks and services provided in the form of registered counsellors will benefit the economy by preventing the development of psychopathology (primary level of intervention), thus preventing absenteeism of work and loss of productivity; early identification of symptoms and the provision of brief formalized treatment should enable clients to be more productive or return to their jobs sooner after treatment; referral to appropriate experts that can aid in successful treatment of clients should also enable clients to be productive and show less absenteeism from work.

How the B.Psych qualification will help achieve the objectives of the NQF

The objectives of the National Qualifications Framework are to

• Create an integrated national framework for learning achievements.
• Facilitate access to, and mobility and progression within education, training and career paths.
• Enhance the quality of education and training.
• Accelerate the redress of past unfair discrimination in education, training and employment opportunities; and thereby.
• Contribute to the full personal development of each learner and the social and economic development of the nation at large.

The B.Psych qualification forms part of the integrated national framework of qualifications in the NQF. The B.Psych facilitates access to the profession of a registered counsellor and provides an entry into the education and training for the first level of profession in psychology as well as mobility and progression to the higher professional level of registered psychologist. As a relatively new professional qualification it enhances the quality of education and training. The B.Psych accelerates the redress of past unfair discrimination in education, training and employment opportunities by providing a lower entry level in the counselling and psychology profession enabling quicker access to the previously disadvantaged while providing a solid practical and academic training base for advancement to the profession of registered psychologist.

Matriculation certificate with university entrance and at least an E symbol in one language; or the student complies with B1 or B2 as discussed in "Access to the qualification".

To enrol for this qualification, potential learners need to demonstrate the following competencies

• Work and study independently.
• Reflect on their own learning practice.
• Competence in the language(s) of instruction of the provider.
• Communicate verbally and in written format, using a relevant style/register.

Recognition of Prior Learning

Prospective students who do not meet the general admission criteria (successful completion of Gr 12) for undergraduate studies at the Institute, may apply for recognition of prior learning (RPL) and admission on the basis thereof. Prior learning can include prior qualifications, other prior formal, informal and non-formal learning, as well as relevant work experience. If admission is granted, students must undertake to comply with all the conditions that may be set (e.g. reading, oral examination) with the view of promoting successful studies.

Exemption will be issued to a person who complies with certain conditions or is in the possession of

• A senior certificate or another comparable qualification that has been approved by the Matriculation Board of the Committee of University Principles.
• A diploma that has been approved by the Matriculation Board of the Committee of University Principles with a minimum duration of three years obtained at South African universities.
• Conditional exemption may be granted to an applicant on the grounds of a certificate from a foreign country if the certificate allows him/her unconditional entrance to an approved university in the country of origin.
• A student who has passed courses at another university may be granted exemption from these courses to a maximum of half the number of courses required for the particular degree (the major subjects of the particular degree have to be completed through the Institute and the final year exams have to be passed), if the courses passed are acceptable as part of the curriculum.
• Courses passed at another university/institution that are not offered by the Institute, may be recognized by the Institute for credit purposes - application for recognition of such courses are dealt with on an ad hoc basis by the head of the Institute.

In all of the above cases, the Institute holds the right to cancel the admission of a student if he/she should be found to have gained admission unfairly or with false documentation.

Access to the Qualification

The Bachelor of Psychology qualification is a national professional first degree in the field of psychology that leads to registration as a registered counsellor (Regulation no. R1820 dated 19/12/2003) as stipulated by the Professional Board of Psychology of the Health Professions Council of South Africa - upon fulfilling the requirements of the HPCSA.

The only restriction applicable to learners is the normal matriculation exemption requirements as stipulated by CHE. This is justified to ensure that learners have certain basic competencies to do undergraduate studies.

This qualification opens the access and removes restrictions to learners wanting to follow a professional career in psychology. Previously access to professional qualifications for registered psychologists was only through a strict qualification process to do an M degree after completing a B and a Honours degree in psychology.

The registration category of registered counsellor (in addition to the previous registered psychologist only category) and its associated Bachelor of Psychology degree open up the access to learners to a professional qualification and career in psychology (Comments exclude the category of psychometrists which has now been included with the registered counsellor category by the HPCSA).

Although the guidelines indicate that this section must not give the conditions providers apply to learners to access the programme this sounds like a contradiction and are therefore given for completeness sake.

Conditions that the provider apply to learners to access the programme

To be allowed entrance to the Bachelor in Psychology degree, a student must comply with the following requirements

• The student has successfully completed Gr 12 with university entrance and at least an E symbol in one language.
• The student complies with B1 or B2 as discussed below.

B1) Matriculation exemption on the grounds of advanced age

Applicants who are not in possession of a matric certificate, may apply for (conditional) exemption on the grounds of mature age. This only applies as from the age of 23 (the year the prospective student turns 23).

B2) Exemption on the grounds of prior learning

Prospective students who do not meet the general admission criteria (successful completion of Gr 12) for undergraduate studies at the Institute, may apply for recognition of prior learning (RPL) and admission on the basis thereof. Prior learning can include prior qualifications, other prior formal, informal and non-formal learning, as well as relevant work experience. If admission is granted, students must undertake to comply with all the conditions that may be set (e.g. reading, oral examination) with the view of promoting successful studies.

Exemption will be issued to a person who complies with certain conditions or is in the possession of

• A senior certificate or another comparable qualification that has been approved by the Matriculation Board of the Committee of University Principals.
• A diploma that has been approved by the Matriculation Board of the Committee of University Principals with a minimum duration of three years obtained at South African universities.
• Conditional exemption may be granted to an applicant on the grounds of a certificate from a foreign country if the certificate allows him/her unconditional entrance to an approved university in the country of origin.
• A student who has passed courses at another university may be granted exemption from these courses to a maximum of half the number of courses required for the particular degree (the major subjects of the particular degree have to be completed through the Institute and the final year exams have to be passed), if the courses passed are acceptable as part of the curriculum.
• Courses passed at another university/institution that are not offered by the Institute, may be recognized by the Institute for credit purposes - application for recognition of such courses are dealt with on an ad hoc basis by the head of the Institute.

In all of the above cases, the Institute holds the right to cancel the admission of a student if he/she should be found to have gained admission unfairly or with false documentation.

First Year; Credits

• Christian Psychology I; 60 Credits.
• Second major subject I; 30 Credits.
• Second year level subject I; 30 Credits.
• English I; 20 Credits.
• Christian Ethics; 20 Credits.

Total: 160 Credits.

Second Year; Credits

• Christian Psychology II; 60 Credits.
• Second major subject II; 40 Credits.
• Second year level subject II; 40 Credits.

Total: 140 Credits.

Third Year; Credits

• Christian Psychology III; 60 Credits.
• Second major subject III; 60 Credits.
• Statistical methods; 10 Credits.

Total: 130 Credits.

Fourth Year; Credits

• Structured Counselling; 25 Credits.
• Psychological assessment; 20 Credits.
• Psychopathology; 15 Credits.
• Trauma counselling; 10 Credits.
• Research psychology; 25 Credits.
• Psychology of religion; 10 Credits.
• Neuro/Community psychology; 15 Credits.
• Practice management; 10 Credits.
• Practical work; 20 Credits.

Total: 150 Credits.

The total credits for this programme are 580: NQF Level 7.

(See note about credits under Section 1 Title of this submission)

Six months internship forms part of the qualification.

Learning Components

Fundamentals

Number Of Credits Allocated; NQF Level

• 50 Credits; NQF Level 5.
• 20 Credits; NQF Level 6.
• 10 Credits; NQF Level 7.

Core

Number Of Credits Allocated; NQF Level

• 50 Credits; NQF Level 5.
• 110 Credits; NQF Level 6.
• 125 Credits; NQF Level 7.

Electives

Number Of Credits Allocated; NQF Level

• 60 Credits; NQF Level 5.
• 140 Credits; NQF Level 6.
• 15 Credits; NQF Level 7.

Specifically related to the professional qualification

1. Assess an individual's psychological functions including intellectual, aptitude, interest, personality, family relations and spiritual well-being.
2. Administer, score, interpret and compile results in a written report of different psychological tests.
3. Identify symptoms of pathology.
4. Provide basic, short psychological interventions.
5. Provide short term counselling to clients in crisis, traumatised adults or children, people nearing retirement, patients suffering from HIV/Aids and others.
6. Form support groups.
7. Present psycho-education programmes in schools aiming at the prevention of drug abuse or present a life-skills programme in a church to teach people communication skills or budgeting skills etc.
8. Implement life-skills programmes or psycho-education programmes.
9. Assist employees in the work place.
10. Present workshops in the community.
11. Conduct research of limited scope.
12. Refer to other qualified professionals in the primary health care system.
13. Register, build and manage a private practice.
14. Master the facts, principles and technical vocabulary of psychology.
15. Master the technical vocabulary and principles of spiritual belief systems and understand the role of belief systems in human functioning.
16. Engage in scientific inquiry about psychological processes including spirituality.
17. Demonstrate a thorough critical and integrated understanding of the major theories of, debates and research on, human development, particularly within the South African context.
18. Demonstrate a thorough critical and integrated understanding of the major theories of and research on child, adolescent and adult psychopathologies.
19. Demonstrate a thorough critical and integrated understanding of the major theories of and research on personality and personality development.
20. Demonstrate a thorough critical and integrated understanding of the philosophy, principles and methods of social research.
21. Demonstrate a thorough critical and integrated understanding of the theories and principles of social and community psychology in relation to typical social problems such as crime, violence, divorce etc.
22. Demonstrate the following core values: a belief in and respect for all human life; a belief in and respect for basic human rights of self and others, a belief in and commitment to the assisting in optimal development and functioning of all South Africans.
23. Demonstrate the following competencies: effective communication (orally and in writing); critical thought and problem solving skills; the collection, organization, analysing and critical evaluation of information; effective dealings with others in the field, as well as other areas of practice; being of service to the community; entrepreneurship; accountable and responsible activities in the field of applied psychology; cultural social sensitivity.
24. Demonstrate the recognition of the need for continued self development and learning as specified by the Professional Board for Psychology.

Critical Cross Fields Outcomes

ELOs and associated AC's specifically related to SAQA's critical outcomes for qualifications as applied to this qualification:

- Applying critical thinking to identify and solve problems

> Learners can identify, analyse and understand psychological problems.

> Learners can address identified psychological problems on different levels using different interventions.

- Working effectively with others as a member of a team, group, organisation, community

> Learners will be required and assessed on their effectiveness to work in teams on projects such as a research project or the development of psycho-education programmes.

> Learners will also be required and assessed on their ability to implement programmes which will provide the opportunity to work effectively with others and in organisations.

- Communicating effectively

> Communication skills will be assessed in interviewing, counselling, report writing skills and group work.

- Collecting, analysing organising and interpreting information

> Learners will be required to carry out a research project that will train them to gather, to analyse, organise and to interpret information.

- Personal developing of the learners including their personal and professional lives

> Learners will be assessed on improvement in their self-awareness, self-understanding as well as cultural sensitivity which contribute to personal development.

> Learners will be assessed on their ability to operated a private practice or be in public employment.

- Using a systemic and holistic approach

> The ability to understand and interpret our existence within multiple systems as well as the systemic understanding of psychological problems and a holistic approach to the solving of problems will be assessed.

- Using science and technology

> The effective use of computers, computer statistical programmes and the internet will be demonstrated and discussed.

Community agencies (police departments, community mental health facilities, half-way houses, etc.) need people who have had some training in psychology to work as staff or assistants. Employment is also available within psychiatric divisions of general hospitals or in mental health institutions.

Therefore critical cross-filed outcomes are developed in the following sectors (fields) of society

• Health.
• Nursing.
• Physical or occupational therapy.
• Social services.
• Civic society.
• Policing and community safety.
• Correctional services and restoration.
• Business Administration.
• Missions, the church and other ministries.
• Education - both as support or as additional learning.

Assessment Criteria Exit Level Outcome 1

• Psychological functions of the individual can be accurately assessed using a variety of tools of the discipline.

Assessment Criteria Exit Level Outcome 2

• Different psychological tests can be accurately administered, scored, interpreted and results compiled in a written report.

Assessment Criteria Exit Level Outcome 3

• Symptoms of different pathologies can be accurately identified through the use of questions and case studies.
• Structured interviews can be used to identify symptoms.
• Clinical interviews can be used to identify symptoms.
• Psychological tests can be used to identify symptoms.

Assessment Criteria Exit Level Outcome 4

• Basic and short psychological interventions can be efectively provided in case studies and live cases.

Assessment Criteria Exit Level Outcome 5

• Short term counselling can be effectively provided for clients in crisis, traumatised adults or children, people nearing retirement, patients suffering from HIV/Aids and others.

Assessment Criteria Exit Level Outcome 6

• Support groups can be effectively formed for a variety of categories of people in need.
• Support groups formed in a number of communities.

Assessment Criteria Exit Level Outcome 7

• Psycho-education programmes presented effectively at schools.
• Life-skills programmes presented effectively in a congregation.

Assessment Criteria Exit Level Outcome 8

• Life-skills programmes implemented effectively.
• Psycho-education programmes implemented effectively.

Assessment Criteria Exit Level Outcome 9

• Stress management, conflict resolution and communication skills relating to the work place to improve the psychological well-being of employees are taught effectively.

Assessment Criteria Exit Level Outcome 10

• Different topics e.g. awareness of a healthy lifestyle, the understanding of different cultural groups, safety in homes with small children etc. are effectively addressed by means of workshops in communities.

Assessment Criteria Exit Level Outcome 11

• A research proposal should be written and a research project of limited scope designed and executed.

Assessment Criteria Exit Level Outcome 12

• The ability to refer clients to an equivalent professional peer within the primary health-care system (including psychologists, psychiatrists, social workers, counsellors) will be assessed via exam, case and live studies.

Assessment Criteria Exit Level Outcome 13

• Learners are able to apply predetermined policies and standards of a private practice applicable to their field.

Assessment Criteria Exit Level Outcome 14

• The learner's mastery of the facts, principles and technical vocabulary of psychology will be assessed.

Assessment Criteria Exit Level Outcome 15

• The learner's proficiency in the technical vocabulary and principles of spiritual belief systems will be assessed.
• The learner's understand the role of belief systems in human functioning.

Assessment Criteria Exit Level Outcome 16

• Through research projects and assignments assess scientific inquiry proficiency in psychological and spiritual processes.

Assessment Criteria Exit Level Outcome 17

• A thorough critical and integrated understanding of the major theories of, debates and research on, human development, particularly within the South African context will be assessed.

Assessment Criteria Exit Level Outcome 18

• A thorough critical and integrated understanding of the major theories of and research on child, adolescent and adult psychopathologies will be assessed.

Assessment Criteria Exit Level Outcome 19

• A thorough critical and integrated understanding of the major theories of and research on personality and personality development will be assessed.

Assessment Criteria Exit Level Outcome 20

• A thorough critical and integrated understanding of the philosophy, principles and methods of social research will be assessed.

Assessment Criteria Exit Level Outcome 21

• The thorough critical and integrated understanding of social and community psychology in relation to typical social problems such as crime, violence and divorce, etc will be assessed.

Assessment Criteria Exit Level Outcome 22

• A belief in and respect for all human life.
• A belief in and respect for basic human rights of self and others.
• A belief in and commitment to the assisting in optimal development and functioning of all South Africans, will be assessed.

Assessment Criteria Exit Level Outcome 23

• Effective communication (orally and in writing); critical thought and problem solving skills; the collection, organization, analysing and critical evaluation of information; effective dealings with others in the field, as well as other areas of practice; being of service to the community; entrepreneurship; accountable and responsible activities in the field of applied psychology; cultural social sensitivity will be assessed using a variety of assessment methods.

Assessment Criteria Exit Level Outcome 24

• Demonstrate the ability to act professionally and ethically, and to perform psychological acts only within the allowed area of practice.

Integrated Assessment

Formative and summative assessment methods will be used, in the format of written assignments and exams, supervision of practical work, presentation of case studies, recorded interviews/sessions with clients by students, role play and class exercises.

This will include the evaluation of the student's ability to

• Identify and solve problems appropriately in the field of psychology by applying relevant theoretical principles.
• Communicate effectively (orally or in writing) with other professionals in the field of health using the facts, principles and technical vocabulary of psychology, as well as the technical vocabulary and principles of spiritual belief systems.
• Engage in critical thought processes.
• Engage in scientific inquiry about psychological processes including spirituality.
• Understand and cope with their own personal and professional lives - to follow a process of self-actualization, search for meaning in life.
• Accept and develop social responsibilities.
• Understand the major theories of, debates and research on, human development, particularly within the South African context.
• Understand the major theories of and research on child, adolescent and adult psychopathologies.
• Understand the major theories of and research on personality and personality development.
• Understand the Christian belief system and an evaluation of all major biopsychosocial/spiritual theories on human development, psychopathology and personality.
• Understand the theories and methods of psychotherapeutic interventions, including spiritual interventions.
• Understand the philosophy, principles and methods of social research.
• Understand the theories and principles of social and community psychology in relation to typical social problems such as crime, violence, divorce etc.
• Conduct basic psychological assessment and provide feedback via a psychological report.
• Conduct basic, short-term psychological interventions.
• Refer clients to an equivalent professional peer within the primary health-care system (including psychologists, psychiatrists, social workers, counsellors).
• Conduct a research project of limited scope, implement the research findings and provide feedback in the form of a research report.
• Manage a practice in a responsible manner and in line with the stipulated requirements of the Professional Board of Psychology.
• Be of service to the community.
• Engage in entrepreneurial activities.
• Be accountable and responsible in all activities in the field of applied psychology.
• Be culturally sensitive.
• Competently use computers and information infrastructures for accessing, processing and managing information.
• Recognise the need for continued self development and learning as specified by the Professional Board of Psychology.
• Act professionally and ethically, and to perform psychological acts only within the allowed area of practice.

Experiential learning is included in the curriculum and form part of assignments and exams (assessment procedures). These are evaluated by the head of the Institute, as well as the APA.

Examples

Christian Psychology I assignment 3 (for example)

• "Discuss the different contexts of development based on the case study".

Christian Psychology II assignment 3 (for example)

• "Interview a trauma victim".
• Communication II assignment 1 (for example).
• "Discuss communication channels in the family of origin".

Videos, role play, field trips and discussion groups are used during classes.

For example

For the Christian Psychology II traumatology module, the lecturer showed examples of trauma in the form of videos ('Sleepers' and 'Prince of Tides'). Students were asked to watch the videos and then answer certain questions. A debriefing session then followed between the lecturer and one of the students.

Students were also asked to complete the 16 Personality Factor Questionnaire (16 PF) as an example of the self-report research method in Christian Psychology I.

The module on personality theories in Christian Psychology II included discussing the Thematic Apperception Test as well as the Rorschach ink blot test.

For Christian Psychology III, the students had to complete the Burnout Inventory as part of the traumatology II module on self assessment of trauma. Case studies are continually used in assignments, exams and as practical examples during lectures.