Diploma in Counselling and Communication Skills

Purpose

The qualification has a vocational orientation and provides learners at NQF Level 6 with the general theoretical principles of psychology, counselling and communication skills and a combination of general and specific procedures that train learners with the ability to apply their knowledge and skills to provide supportive mental health services in particular key areas of are training and supervision.

The pedagogic design of the qualification ensures that the purpose of the qualification is met and reflects the intentional development of a curriculum that builds implicit and explicit core competencies as its intended purpose.

Implicit core competencies nurtured in the learner throughout the qualification and learning process include

• The development of lifelong learning skills including, problem-solving in respect of which a learner can demonstrate the ability to identify, analyse and solve problems in unfamiliar contexts, gathering evidence and applying solutions based on evidence and procedures appropriate to the field, discipline or practice as well as critical thinking competencies that prepare learners for entrance into the workforce or acceptance into graduate or professional schools upon receipt of their Diploma in Counselling and Communication skills.
• Personal and career development (including but not limited to working effectively with others as a member of a team; management of learning in respect of which a learner can demonstrate the ability to evaluate performance against given criteria, and accurately identify and address his or her task-specific learning needs in a given context, and to provide support to the learning needs of others where appropriate; accountability as well as communicating effectively).
• Accessing, processing and managing information, in respect of which a learner can demonstrate the ability to evaluate different sources of information, to select information appropriate to the task, and to apply well-developed processes of analysis, synthesis and evaluation to that information (including but not limited to Information, technological, and academic literacy; critical and creative thinking; accessing, processing and managing information; collecting analysing and organising information and using technology effectively and critically).

Explicit core competencies built through specific aspects of the qualification include

• Scope of knowledge which includes but is not limited to the learner demonstrating detailed knowledge and insight into the nature of psychology as a discipline including an understanding of and the ability to apply and evaluate the key terms, concepts, facts, principles, rules and theories of that field, discipline or practice.
• Knowledge literacy - The learner should be able to demonstrate knowledge and insight into models of psychological Intervention/Application including counselling and interpersonal communication skills, along with case management and referral skills for application in a variety of counselling settings and contexts.
• Method and procedure - The learner should be able to demonstrate knowledge and skills in counselling and communication skills including the ability to evaluate, select and apply appropriate methods, procedures or techniques to address specific intervention areas such as addiction counselling, counselling in loss, working with children, working with adolescents, conflict management, and human sexuality and HIV counselling.
• Producing and communicating of information - The learner should demonstrate an understanding of research and study skills for Psychology.
• Context and systems - The learner should be able to demonstrate the ability to make decisions and act appropriately in familiar and new contexts, demonstrating an understanding of the relationships between systems including the importance of Diversity Literacy and cross-cultural issues.
• Ethics, professional practice and accountability - The learner should be able to demonstrate an understanding of the ethical implications of decisions and actions because of their learned knowledge and insight into the values in psychology including referral and acting ethically and to justify decisions and actions drawing on appropriate ethical values and approaches within psychology and counselling.

Rationale

South Africa has a dramatic shortage of knowledgeable and skilled mental health practitioners relative to the community mental health needs, particularly in the context of the pandemic of violence, trauma and dislocation that exist in all spheres of South African society. There is, therefore, an urgent need to advance skill in the field of psychology that is sensitive and relevant to the contextual reality. The National Mental Health Policy Framework and Strategic Plan 2013-2020 produced by the Department of Health highlights this urgent need for mental health training of general health staff given the total number of human resources working in mental health in the Department of Health and NGOs' is 9.3 per 100,000 populations (as indicated in Section 2.5 of the Strategic Plan). As a result, many governmental and non-governmental primary health care agencies are seeking avenues for the further training of their staff for them to be able to more effectively provide a variety of mental health support services in a range of settings and contexts.

Within the national health system generally in South Africa, the concept of a "mid-level health worker" was positioned as a worker on the front-line in diverse community settings having received training to diagnose and treat common health problems, to manage emergencies, to refer appropriately, and to transfer the seriously ill or injured for further care (Lehmann, 2008; WHO/WPRO, 2001). Such a mid-level health worker is not to be a professional who would receive full training, but rather someone who would be vocationally trained over a one or two-year period to work out in the community. Advocated for by the World Health Organisation, mid-level workers allow for task shifting, which refers to the redistribution of tasks from more highly qualified health care workers to less qualified health care workers to more effectively utilise human resource in health care and address human resource scarcity in the area of mental health where nurses have neither the time nor the will to provide counselling and community health workers trained at NQF Level 4 and below and do not have the expertise and training to provide meaningful counselling services.

In recognition of the national need for effective skills training, as well as for mid-level workers to work within community mental health settings, the qualification is endeavouring to provide effective skills training at a mid-level by providing vocational training over two years in both contact and distance modes of delivery through the qualification which provides strong focus on applied counselling and communication skills, for application in a variety of environments.

In keeping with the purpose and characteristics of a Diploma, the qualification is a comprehensive, two-year, vocational qualification that has been professionally endorsed by the recognised Professional Body - Association for Supportive Counsellors and Holistic Practitioners (ASCHP) (SAQA ID 984).

Qualifying learners may register with the Association for Supportive Counsellors and Holistic Practitioners in the professional designation of "Holistic Counsellor" (NQF Reg. No. 646). Qualifying learners acquire the necessary knowledge and skills to be able to contribute meaningfully as vocationally trained counsellors in helping to address a range of community mental health challenges and make a significant contribution to South Africa's mental health needs.

In a recent study conducted by an external research agency (Research Lamppost; 2018) on the occupations, jobs, or areas of activity, the qualifying learners of SACAP's current qualification found that:

The most appropriate learning pathway within which the qualification resides is counselling psychology. The South African Minister of Health, asserts "Our aspiration for "a Long and Healthy Life" requires us to invest in mental health so that we not only reduce the substantial burden of untreated mental disorders, but we reach levels of mental health that are higher than the mere absence of disease or infirmity. Good mental health contributes substantially to our social and economic development."

While great strides have been made by successfully treating people with mental illness, improving the quality of their lives and wellbeing, resource and capacity constraints in developing countries widen the treatment gap (Lund; 2018).

Given the multi-faceted mental health challenges faced by the South African population and the reality that there remains today a large gap between the scope of mental health challenges faced by South Africans and the human resource capacity to deal with such challenges. The qualification trains vocational counsellors who are professionally recognised to provide primary intervention along the psychological intervention continuum. In contrast to a more traditionally understood "individually-oriented" and specialised intervention approach, qualifying learners to function in more group, and macro orientated interventions focused upon counselling services, group psycho-education and mental health promotion and wellness.

This strategy is more cost-effective than training and employing qualified psychologists to work at the basic and primary level within community-based contexts.

Furthermore, the qualification provides practical Work Integrated Learning (WIL) experience and allows qualifying learners to register with the Association for Supportive Counsellors and Holistic Practitioners in the professional designation of "Holistic Counsellor."

Recognition of Prior Learning (RPL)

Aligned with institutional admissions policies, the institution supports admission into the qualification based on Recognition of Prior Learning (RPL).

The Recognition of Prior Learning process can be applied in two ways

• Access into the qualification: Evidence of other forms of prior learning are evaluated for equivalence against the minimum entrance requirements of a qualification.
• Advanced standing/exemption for a particular module(s) in a qualification may be evaluated for equivalence against the learning outcomes of specific module(s) for credit transfer and for advanced standing.

In both instances, the learner needs to provide verifiable and/or certified evidence that prior learning is equivalent to the learning outcomes of a module of study or the minimum entry requirements of the qualification.

Learners 24 years of age and older who do not meet the Minimum Entrance Requirements for this qualification may follow the RPL process which includes the submission of a portfolio of evidence demonstrating informal, non-formal or experiential learning, and/or formal, informal, non-formal and experiential learning equivalent to a National Senior Certificate (NQF level 4).

Rules for Recognition of Prior Learning include the following

• RPL is a process of assessment that evaluates informal and non-formal knowledge into formal and structured equivalents based on specified competencies.
• RPL may only be used to grant access to a qualification, or advanced standing/exemption from modules within a given qualification.
• No credits can be awarded for modules that a learner has been exempted from based on RPL. As such, the total number of end credits will be less than the normally required number of credits for a qualification.
• Learners must complete all of the required credits at the exit level of qualification.

Entry Requirements

The minimum entry requirement for this qualification is

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

Or

• Senior Certificate, NQF Level 4, without endorsement.

Or

• Higher Certificate, NQF Level 5 in a cognate field.

Or

• Advanced Certificate, NQF Level 6 in a cognate field.

This qualification consists of the following compulsory modules at NQF Levels 5, 6 totalling 254 Credits.

Compulsory Modules at Level 5,120 Credits

• Academic Literacy, 12 Credits.
• Introduction to Psychology A, 12 Credits.
• Counselling Modalities 1, 14 Credits.
• Introduction to Psychology B, 12 Credits.
• Counselling Modalities 2, 14 Credits.
• Interpersonal Communication Skills, 14 Credits.
• Fundamentals of a Helping Relationship, 14 Credits.
• Diversity in the South African Context, 14 Credits.
• Developmental Psychology A, 14 Credits.

Compulsory Modules at Level 6,104 Credits

• Developmental Psychology B, 14 Credits.
• Counselling Skills and Process Development, 14 Credits.
• Ethics in Counselling, 14 Credits.
• Self-Esteem and Motivation, 14 Credits.
• Crisis and Trauma Counselling, 14 Credits.
• Work Integrated Learning (WIL), 20 Credits.
• Community Psychology, 14 Credits.

Elective Modules at Level 6, 30 Credits (Choose two modules)

• Addiction Counselling, 15 Credits
• Counselling in Loss, 15 Credits
• Family Work and Relations, 15 Credits
• Gender, Sexuality and HIV Counselling, 15 Credits
• Sports Psychology, 15 Credits
• Working with Children and Adolescents, 15 Credits

1. Demonstrate detailed knowledge and insight into the nature of psychology as a discipline including an understanding of and the ability to apply and evaluate the key terms, concepts, facts, principles, rules and theories of that field, discipline or practice.
2. Demonstrate knowledge and insight into models of psychological Intervention/Application, including counselling and interpersonal communication skills, along with case management and referral skills for application in a variety of counselling settings and contexts.
3. Demonstrate an understanding of different forms of knowledge within Psychology, various schools of thought concerning the formation of Personality, and forms of explanation and modalities that emerge from schools of thought.
4. Demonstrate knowledge and skills in counselling and communication skills including the ability to evaluate, select and apply appropriate methods, procedures or techniques to address specific intervention areas such as addiction counselling, counselling in loss, working with children, working with adolescents, conflict management, and human sexuality and HIV counselling.
5. Evaluate and explore appropriate methods, procedures and techniques in counselling and communication skills.
6. Demonstrate an understanding of research and study skills for Psychology.
7. Present and communicate complex information reliably and coherently using appropriate academic and professional or occupational conventions, formats and technologies for a given context.
8. Make decisions and act appropriately in familiar and new contexts, demonstrating an understanding of the relationships between systems, including the importance of Diversity Literacy and cross-cultural issues.
9. Develop an understanding of different kinds of systems, their constituent parts and the relationships between these parts, and how actions in one area impact on other areas within the same system.
10. Demonstrate an understanding of the ethical implications of decisions and actions because of their learned knowledge and insight into the values in psychology including referral and acting ethically and to justify decisions and actions drawing on appropriate ethical values and approaches within psychology and counselling. Ethics, Professional practice and accountability is a key learning achievement of the entire Diploma in Counselling and Communication Skills.
11. Remain responsible for answering for their actions, for working effectively with and respect others, and, in a defined context, to take supervisory responsibility for others and for the responsible use of resources where appropriate in the first year of studies.

The following Associated Assessment Criteria will assess the Exit Level Outcomes in an integrated manner

• Identify, analyse and solve problems in unfamiliar contexts, gathering evidence and applying solutions based on evidence and procedures appropriate to the field, discipline or practice as well as critical thinking competencies for entrance.
• Work effectively with others as a member of a team; management of learning by demonstrating the ability to evaluate performance against given criteria, and accurately identify and address his or her task-specific learning needs in a given context, and to provide support to the learning needs of others where appropriate; accountability as well as communicating effectively.
• Evaluate different sources of information, to select information appropriate to the task, and to apply well-developed processes of analysis, synthesis and evaluation to that information (including but not limited to Information, technological, and academic literacy; critical and creative thinking; accessing, processing and managing information; collecting analysing and organising information and using technology effectively and critically).
• Summarise key terms, concepts, facts, principles, rules and theories read.
• Develop the topic by identifying and defining the key theories and theorists that have contributed to the topic.
• Identify and define the key concepts and characteristics of the topic.
• Identify issues in the South African context related to the topic (e.g. learning difficulties, the political significance of language, language in multicultural settings etc.).
• Engage with specific examples by applying the relevant theory that is covered.
• Choose the background information on the chosen issue concerning a range of relevant research articles and contextualised readings is essential.
• Demonstrate an understanding of relevant theories that may explain the behaviour displayed within the case study.
• Reflect upon the study material learnt.
• Integrate theory into the experiences one has had or the ideas around the topic.
• Record a face to face dyadic interpersonal communication between themselves and another person so that they demonstrate applied competence.
• Evaluate the strengths and weaknesses of the counsellor.
• Highlight the skills utilised by the counsellor in the recording and provide a commentary of the literature regarding the relevance and importance of these skills.
• Determine how well did the counsellor operationalise these skills.
• Identify any areas for improvement.
• Identify, describe and analyse their skills, using appropriate terminology.
• Evaluate and assess their skills and highlight those used effectively and ineffectively (and the rationale behind your evaluation).
• Explain what they could have done differently to enhance their performance role-play. Students should aim to include extensive evidence of ideas on how to improve the initial approach to the situation, applying specialised knowledge where appropriate.
• Unpack what the experience of conducting the role-play.
• Draw on the literature they have read and any other resources to support their self-critique.
• Ensure correct and consistent referencing demonstrating the application, analysis and evaluation of information from a wide range of sources, including specialised knowledge with depth in some areas.
• Demonstrate an understanding of the importance of diversity and cultural awareness.
• Show an awareness to reflect on the implications of cultural insensitivities for the mental health care workers.
• Identify their cultural insensitivities and to separate this from that of your professional interactions/work.
• Explore a multidimensional combination of Culture, Worldview and identity, oppression, power, privilege, gender, sexual orientation, fatherhood, spirituality, religion and choose one of these elements of diversity to focus on for your presentation and their final paper.
• Select a social, economic or psychological problem which affects their community and the greater South African population (e.g. drug abuse, gangsterism, hijacking, unemployment etc.).
• Design an intervention programme to address the issue by:

> Providing a brief description and context of the problem;

> Describing the link between socio-political factors and the problem;

> Briefly describe the different approaches taken to combat the problem;

> Selecting one approach and use this to design an intervention programme which combats the problem in the community (theoretically grounded and including the key principles of Community Psychology);

> Identify the important role players in the community and describe how will you seek their participation in, and empowerment through, the implementation of the programme;

> Indicate how to evaluate the success of the programme.

• Demonstrate an understanding of the self and motivations of the self, the ethical implications of decisions and actions.

Integrated Assessment

The institution employs an integrated assessment philosophy (described in numerous policies of the emerging South African education and training system) which complements the institution's educational philosophy (3-dimensional approach to building competence). The assessment focuses on building competence at a cognitive level as the learners' knowledge base, and critical thinking skills grow, building competence at a personal and psychosocial level as learners develop a growing sense of individuation and awareness of oneself concerning a social context, and the development of an applied skillset within specific vocational settings. Integrated assessment (including both formative and summative assessment) occurs to support learning and determine the application of knowledge in authentic situations.

The following are the broad principles of the development and design of integrated assessment approaches

• Focusing assessment activities on the purpose of the module seeking ways to integrate theory and practice;
• Focusing on assessment as a service of learning and the learner;
• Acknowledging that assessment is not a "once-off" event and is central to teaching and learning; and
• Acknowledging that although assessment of only an appropriate sample of evidence may take place, this should be sufficient to infer that a learner is competent, ensuring transparency by giving role-players access to assessment plans.

The integrated assessment provides an opportunity for learners to show that they can integrate concepts, ideas and actions both within and across modules to achieve competence.

In an integrated assessment philosophy, several outcomes are assessed together via either formative or summative assessment, and the learner must demonstrate achievement of multiple outcomes within the assessment task - as exemplified in the module outlines. Assessments in the qualification are focused on supporting learning as well as gauging whether the learner has met the requirements of the NQF 6 Level Descriptors in terms of level, breadth and depth of learning, as already described.