Higher Certificate in Counselling and Communication Skills

Purpose

This qualification is aimed at equipping students for work in community development, health counselling and social services. Specialisations provide the opportunities to deepen an interest in a particular counselling field or in relation to a specific client group. It thus meets the current increasing demand for trained lay counsellors in all sectors of community mental health in South Africa.

This qualification thus enables students to

• Apply the skills of effective communication and basic counselling in a multi-cultural South Africa.
• Apply cultural and contextual influences on counselling and communication.
• Explain important terminology in the field of applied psychology and counselling.
• Explain the applicability of human behavioural sciences and models of counselling.
• Critically reflect on their own methodology of learning.

Rationale

The long-term demand for lay counsellors will increasingly become more urgently needed as communities across South Africa face a growing challenge of transition to the new South Africa. Poverty, HIV, and Health care needs all present a long term challenge for better and more sustained community mental health care training. The qualification addresses the current growing and acknowledged need for training and equipping a wide range of community based organisations, and agencies in counselling skills. The increased enquiries of those interested in the training at the South African College for Applied Psychology (SACAP) have indicated the need for this qualification. Currently, there is also an indication that many lay counsellors in the various communities have a wide range of skills/experience but no qualifications. SACAP's Recognition of Prior Learning policy gives access to such students. At the core of what SACAP is doing is providing students with value-based training. SACAP is one of only a few private higher educational institutions in South Africa offering accredited training for counselling and communication skilling.

Applicants are required to

• Be in possession of a National Senior Certificate or other recognised Grade 12 equivalent.
• Be able to read, write and communicate in English and in one other official language.

Recognition of Prior Learning

To acknowledge the life-long learning of individuals and to ensure that due recognition is given to an individual's past and present formal and informal learning experiences, the College, in accordance with Government and University guidelines, provides applicants with recognition of learning for certain core modules. If there is sufficient evidence in the application and portfolio, no further assessment may be necessary. If further assessment is required, it may take any practical form consistent with the assessment criteria for the claimed competencies and the principles of validity, reliability, fairness and flexibility.

Mature students wishing to enrol into the Higher Certificate Programme are required to provide a Curriculum Vitae (CV) and Motivation letter. Applicants who fall outside the standard entry criteria but who show considerable merit and satisfy the College that they have the potential to successfully undertake study at the required academic level are given conditional enrolment. Such applicants will be required to meet the conditions laid down by the College during their first term of study in order to achieve full enrolment.

Access to the Qualification

A National Senior Certificate or other recognised Grade 12 equivalent.

This qualification comprises 11 compulsory modules at NQF Level 5 to the total of 120 Credits.

List of compulsory modules

• Introduction to Psychology A, 12 Credits.
• Interpersonal Communication, 12 Credits.
• Counselling Methods 1, 12 Credits.
• Research and Study Skills, 6 Credits.
• Introduction to Psychology B, 12 Credits.
• Practical Counselling Skills 1, 12 Credits.
• Development through the lifespan, 12 Credits.
• The Family in Contemporary Society, 6 Credits.
• Counselling Methods 2, 12 Credits.
• Introduction to Mental Health Issues, 12 Credits.
• Cultural Diversity in a South African Context, 12 Credits.

1. Apply the skills of effective communication and basic counselling in a multi-cultural South African context.
2. Demonstrate an awareness of cultural and contextual influences on counselling and communication.
3. Identify and explain important terminology in the field of applied psychology and counselling.
4. Explain the applicability of human behavioural sciences and models of counselling.
5. Critically reflect on own counselling methodology.

Critical Cross-Field Outcomes

All the Critical Cross-Field Outcomes are addressed in this qualification.

Associated Assessment Criteria for Exit Level Outcome 1

1.1 Information is communicated reliably, accurately and coherently, using conventions appropriate to the context, either in writing, verbally or in practical demonstration.

1.2 Understanding of and respect for conventions around intellectual property, copyright and plagiarism is clearly demonstrated.

1.3 An ability to answer for own actions and an ability to work effectively with and respect others is demonstrated.

1.4 Supervisory responsibility for others in a defined context is taken, as well as for the responsible use of resources where appropriate.

Associated Assessment Criteria for Exit Level Outcome 2

2.1 Actions are taken in accordance with prescribed organisational and professional ethical codes of conduct, values and practices.

2.2 Guidance on ethical and professional issues is sought from registered professionals or mentors where necessary.

2.3 Due consideration is given to and sensitivity is demonstrated at all times in issues of cultural, religious sexual orientation and language diversity.

Associated Assessment Criteria for Exit Level Outcome 3

3.1 The main areas of one or more fields, disciplines or practices are described.

3.2 Core topics in the discipline, including key terms, concepts, facts, principles, rules and theories of a field, discipline or practice are explained.

3.3 The development and/or evolvement of knowledge (or a knowledge system) within the discipline of Psychology is explained.

Associated Assessment Criteria for Exit Level Outcome 4

4.1 Understanding of different kinds of systems, their constituent parts and the relationships between these parts is demonstrated.

4.2 The ways in which actions taken in one area impact on or affect other areas within the same system, are explained in terms of counselling methods.

4.3 An ability to operate in a range of familiar and new contexts is demonstrated.

4.4 The planning, management and implementation of the counselling process within a supported environment is demonstrated.

4.5 The application of standard methods, procedures, and/or techniques in the field, discipline or practice within a supported environment is demonstrated.

4.6 Information appropriate to the task is gathered from a range of sources, including oral, written and/or symbolic texts.

4.7 The processes of analysis, synthesis and evaluation of that information are applied in the completion of a basic research project.

Associated Assessment Criteria for Exit Level Outcome 5

5.1 Routine and new problems within a familiar context are identified, defined, evaluated and solved.

5.2 Solutions based on relevant evidence and procedures and/or other forms of explanation appropriate to the field, discipline or practice are applied.

5.3 Own and others' performance is assessed and appropriate action is taken where necessary.

5.4 Responsibility is taken for own learning within a structured learning process and the learning of others is promoted.

Integrated Assessment

The student's ability to achieve the exit level outcomes will be assessed according to an integrated assessment strategy. An Integrated Assessment strategy includes both formative and summative assessment where competencies are assessed through case studies, research assignments, reports, presentations, role-plays and critical reflection.

An important aspect of assessment is that it should develop in students the ability to independently evaluate the quality of their work.

The formative purpose of assessment is to encourage an in-depth approach to learning through students' own activity and engagement with the subject.

The summative purpose of assessment is to lead to the certification of achievement or ability of students for external audiences.