Bachelor of Social Science Honours Psychology

The purpose of the Bachelor of Social Science Honours Psychology is to equip learners with a range of applicable knowledge, a range of professional skills, and applied competencies mainly within a South African context. Successful learners will gain an integrated and comprehensive body of knowledge at the forefront of the field, a value-based approach within the context of Classic-Christian Higher Education, adequate application and effective communication in Christian Psychology and Leadership, Community Service and Development, appropriate to differentiated contexts, and potential articulation to master studies.

The qualification will provide knowledge at the forefront of the field as well as related research skills that are highly valued in human-centred fields of study, it will also offer pathways to diverse career options in mental health, human resources, community development, education, and corporate sectors, and enhancement of personal growth and a deeper understanding of human behaviour and mental processes.

The qualification will equip the learners with research and analytical skills applicable to various psychological settings, provide for employment opportunities in NGO's, research institutions, governmental departments, and the private sector, and provide continuous support towards academic development.

Upon completion of the qualification, a qualifying learner will be able to

• Assimilate, construct, and apply conceptually and contextually relevant and relevant ancient, classical, indigenous to contemporary knowledge, skills, and competences in Psychology, and where applicable Biblically faithful and reformed, within an inclusive academic approach in contexts that reflect the community and economic development of South Africa.
• Demonstrate personal and process skills, as well as the ability to function effectively in the world of work in psychological systems and communities, as well as in an ever-changing global context with academic excellence and cultural sensitivity.
• Select, explore, and apply standard administrative and management methods, procedures, and/or techniques within related fields of study in psychology.
• Plan, execute, and/or apply processes and/or practices in different psychological systems and contexts with academic excellence, ethical responsibility, and cultural sensitivity.
• Identify, define, and analyse contemporary psychological issues, to propose and implement creative solutions with cultural sensitivity and social accountability.
• Conduct and manage innovative, high-level, and creative psychological research that addresses the needs and challenges of South Africa with social and ethical responsibility within relevant national and international contexts.
• Make effective use of science and technology, and communicate with creativity and discipline, attuned to the needs of relevant fields of study in psychology and in the world of work, with ethical responsibility and social accountability to society and the environment.
• Plan and execute community engagement in various psychological contexts with understanding and compassion as responsible citizens with Christian values.
• Explore and promote career and entrepreneurial opportunities in relevant psychological fields of study that are contextually relevant in national and international contexts.

Rationale

The qualification meets specific needs in the private and public sectors and benefits society and the economy at large, focusing amongst others on career paths in research, education, support, policy, and administration without requiring Health Professions Council South Africa (HPCSA) registration. The need for the qualification was identified and recognised during the institution's regular contact with Christian communities and the education sector, especially at schools during teaching practice and related contact sessions.

It should also be noted that structural conditions in the education and health sectors affect the ability of tertiary institutions to produce social work, community development, and social development professionals, as well as school psychologists. This qualification will surely contribute to the needs as stated in the National Development Plan. As such, the institution envisages that the qualification should empower graduates to contribute meaningfully to social transformation and benefit economic development, especially in a country like South Africa, where psychosocial challenges are deeply linked to inequality and unemployment.

The typical range of learners will be candidates interested in a value-based approach, wanting to excel in psychology, relevant psychological theories, and authentic skills at the honours level. This qualification will not only provide a comprehensive theoretical and methodological basis but also facilitate integrated and interpersonal skills for private and public needs, as well as meaningful engagement in South African realities with relevant psychological theories, methods, and applications. The qualification without registration from the Professional Board of Psychology, accordingly, equips graduates to consider careers in roles such as:

• Behavioural Analyst Assistant
• Community Development Officer
• Corporate Wellness Officer/Coordinator
• Human Resource Roles
• Learning Support Assistant
• Lecturer at undergraduate level
• Life Skills or Youth Worker
• Policy Developer
• Qualification Assistant
• Research Assistant

In conclusion, it is important to take note that the qualification does not lead to registration with the Board of Psychology in the HPCSA and is thus not a professional qualification.

Recognition of Prior Learning (RPL)

The institution has an approved Policy on Recognition of Prior Learning (RPL), which is applicable regarding equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules, and credits towards the qualification.

RPL for access: RPL for access applies to

• Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
• To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal, and/or informal learning to cope with the qualification expectations, should they be allowed entrance into the qualification.

RPL for exemption of modules

• Learners may apply for RPL to be exempted from modules that form part of the qualification. To be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the related module in psychology.

RPL for credits

• Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence demonstrating prior learning through formal, non-formal, and/or informal learning to obtain credits towards the qualification.
• Credits shall be appropriate to the psychological context in which it is awarded and accepted.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Arts in Psychology, NQF Level 7.

Or

• Bachelor of Psychology, NQF Level 7.

Or

• Bachelor of Arts, NQF Level 7.

Or

• Bachelor of Social Sciences, NQF Level 7.

This qualification consists of the following compulsory and elective modules at the National Qualifications Framework, Level 8, totalling 132 Credits.

Compulsory modules, NQF Level 8, 108 Credits

• Psychotherapy, 12 Credits.
• Psychopathology, 12 Credits.
• Psychological assessment, 12 Credits.
• Traumatology, 12 Credits.
• Christian Counselling, 12 Credits.
• Research Methodology, 12 Credits.
• Research Project, 36 Credits.

Elective modules, NQF Level 8, 24 Credits (Select one module)

• Development Psychology, 24 Credits.
• Systematic Psychology, 24 Credits.

1. Demonstrate forefront knowledge of the main areas in fields of study related to Psychology, as well as understanding of the theories, research methodologies, methods, and techniques relevant to the field, and how to apply such knowledge in a particular context.
2. Apply and implement appropriate standard procedures, processes, or techniques to unfamiliar problems in a field of psychology independently, showing understanding of the complexities and challenges in terms of method and procedure.
3. Demonstrate an ability to identify and address ethical issues based on critical reflection of different ethical value systems to specific psychological contexts and to develop and propose creative resolutions for such issues.
4. Access, process, and manage different sources of information within the field of psychology, in respect of which the learner can critically review information gathering, synthesis of data, evaluation, and management to develop creative responses to problems and issues.
5. Collect, process, produce, and communicate research information related to psychological settings reliably, coherently, and ethically using appropriate academic and professional or occupational conventions, formats, and technologies within a given psychological context, enhancing both comprehensive theoretical and methodological understandings and knowledge production.
6. Take responsibility for his or her psychological practice, decisions, and actions and the decisions and actions of others in various psychological settings and contexts, where and when appropriate.

Associated Assessment Criteria for Exit Level Outcome 1

• Discuss, analyse, and apply knowledge on the forefront of the main areas in compulsory fields of learning and understanding of theories of psychology in terms of approaches in Psychotherapy, Psychopathology, Psychological assessment, Traumatology, and Christian Psychology.
• Analyse and apply knowledge on the forefront of elective fields of learning and understanding related theories of psychology, and evaluate these in Development Psychology, or Systemic Psychology.
• Discuss and apply knowledge and skills on the forefront of specific fields of learning and understanding of associated theories of psychology, and evaluate them in research methodology and research project.

Associated Assessment Criteria for Exit Level Outcome 2

• Define, discuss, and apply psychological procedures, techniques, and processes within defined practical South African contexts and Christian communities, and evaluate them independently in Approaches in Psychotherapy, Psychopathology, Psychological assessment, Development psychology, Systemic psychology, and Traumatology.
• Identify and analyse familiar and unfamiliar psychological and psycho-social related problems in different contexts and Christian communities.
• Develop integrated and advanced counselling and interpersonal communication skills for various psychological and psycho-social settings in the world of work and Christian communities.
• Apply and utilise communication skills ethically when and whilst working with individuals and/or groups.

Associated Assessment Criteria for Exit Level Outcome 3

• Define ethics, apply and analyse philosophies, and professionalism within familiar and unfamiliar psychological contexts and/or Christian communities in South Africa, considering amongst others, ethical decision making, effective psychological support, associated Christian philosophies, values, and attitudes, related and different ethical and philosophical settings, legislation, and ethics.
• Identify and interrogate ethical and value-based issues in related systems and/or Christian-based on critical reflection.

Associated Assessment Criteria for Exit Level Outcome 4

• Select, analyse, synthesise, and critically evaluate sources of psychological information about problems, issues, and related obstacles in various South African contexts and/or Christian communities.
• Process outcomes and outputs of action research within specialised personal and broader South African contexts in specific fields of study in psychology.

Associated Assessment Criteria for Exit Level Outcome 5

• Compose coherently under supervision, research reports on processed information in fields and contexts in psychology using amongst others, academic, professional, occupational, and regulative sources.
• Apply technologies, software and virtual platforms related to the field of psychology, such as, but not limited to, SPSS and/or NVivo for quantitative data analysis, PsychoPy for experimental design, E-Prime for precision experiments, Qualtrics for online surveys, JASP for introductory statistics, and Talkspace for online therapy.

Associated Assessment Criteria for Exit Level Outcome 6

• Manage appropriately psychological practice, decisions, and actions of the individual and the decisions and actions of others in various and diverse settings and/or contexts.
• Apply ethical principles and professional conduct when individual or group decisions are made, and related actions are taken.
• Evaluate the quality and appropriateness of decision-making and conduct of the self and others using established psychological standards and/or protocols.
• Plan and justify action plans, addressing professional dilemmas, demonstrating leadership and responsibility in the guidance of group outcomes.

INTEGRATED ASSESSMENT

The nature of integrated assessment is determined by the categories of modules, examination termination, non-examination termination modules, a research project.

All modules related to disciplinary learning are examination termination modules, whilst Research Methodology is a non-examination module, and the Research Project is viewed in terms of project assessment. However, the assessment strategy in all modules is based on integrated assessment with combinations of, various formative and summative assessment tasks, and real-world assessment tasks in various psychological learning settings. The composition of assessment tasks in each module is planned in relation to its purpose and the nature and scope of the related knowledge, skills, and applied competencies.

The composition of assessment tasks in formative and summative assessment is structured as follow

Formative Assessment

Formative assessment is integrated holistically in the learning and teaching of the honours degree and is designed to support the learning and teaching process. It is based on continuous feedback and is thus developmental in nature and included in the various categories of modules.

Examination termination modules in disciplinary learning and various assessment tasks, such as

• essays
• projects
• written assignments
• case studies and informal tests are designed to accomplish the purpose of formative assessment as well as contribute proportionally towards the year/semester mark with a weight of 50%.

Non-examination termination modules (Continuous assessment in Research Methodology include various written assignments that are designed to accomplish the purpose of formative assessment in Research Methodology.

Research Project progress of the learner's work is continuously monitored and reported by the supervisors.

Summative Assessment

Summative assessment is taking place during and at the end of learning and teaching experiences to determine whether learners are competent or not and include examinations for the purpose of promotion. Summative assessment is planned and integrated in assessment of the categories of modules such as examination termination modules in disciplinary learning:

• Formal tests and/or formal assignments are set and designed for the purpose to contribute proportionally towards the year/semester mark with a weight of 50%, whilst a formal examination contributes to the final mark, also with a weight of 50%.
• Non-examination termination modules (Continuous assessment in Research Methodology).

A formal research proposal is submitted, and a presentation is presented as summative assessment tasks in Research Methodology.

Research projects are conducted by the learners are assessed by the examiners and moderators, whilst the presentations are assessed by panels, consisting of supervisors, examiners, and moderators at a colloquium.