Higher Certificate in Pastoral Counselling

Purpose

The aim is to help the learner understand the complex nature of counselling, the counselling situation and the effect on the counselee. It furthers sheds light on the responsibility of the counsellor in addressing a counselee's counselling crisis. Learners' competence and skillset are augmented as they will be able to:

• Demonstrate an informed understanding of the core areas of pastoral counselling and an informed understanding of the key terms, concepts, facts, general principles, rules and theories of this discipline.
• Demonstrate the awareness of how knowledge or a knowledge system develops and evolves within the field of pastoral counselling.
• Demonstrate the ability to select and apply standard methods, procedures or techniques within this discipline and to plan and manage an implementation process within a well-defined, familiar and supportive environment.
• Identify, evaluate and solve defined, routine and new problems within a familiar counselling context, and to apply solutions based on relevant evidence and procedures or other forms of explanation appropriate to pastoral counselling, demonstrating an understanding of the consequences.
• Take account of, and act in accordance with, prescribed organisational and professional ethical codes of conduct, values and practices, and to seek guidance on ethical and professional issues where necessary.
• Access, process and manage information, in respect of which a learner is able to demonstrate the ability to gather information from a range of sources, including oral, written or symbolic texts, to select information appropriate to the task, and to apply basic processes of analysis, synthesis and evaluation on that information.
• Communicate information reliably, accurately and coherently, using conventions appropriate to the counselling context, in written and oral or signed form or in practical demonstration, including an understanding of and respect for conventions around intellectual property, copyright and plagiarism, including the associated legal implications.
• Operate in a range of familiar and new contexts, demonstrating an understanding of different kinds of systems, their constituent parts and the relationships between these parts, and to understand how actions in one area impact on other areas within the same system.
• Evaluate his or her performance or the performance of others according to pastoral counselling principles and ethical standards, and to take appropriate action where necessary; to take responsibility for his or her learning within a structured learning process; and to promote the learning of others.
• Account for his or her actions, to work effectively with and respect others, and, in a defined counselling context, to take supervisory responsibility for others and for the responsible use of resources, where appropriate.

Rationale

The context for the development of this qualification is the socio-economic situation in South Africa.

The current expanded unemployed rate is 36.4% With regard to mental health and pastoral counselling, many studies worldwide have shown that the poor are at greater risk for various kinds of family problems, including divorce and domestic violence.

Furthermore, South Africa has the highest rate of HIV infection in the world, with an estimated 7.1 million people living with HIV. In 2016, 110 000 South Africans died from AIDS-related illnesses. More than 2.3 million children in South Africa have been orphaned by HIV and AIDS. These are children with minimum training opportunities, no financial resources, minimum parental guidance and assistance; children in an unprecedented battle for survival. South Africa's rape statistics have doubled, the country's murder rate equates to one person getting raped every 13 minutes (SAP, December 2013). The levels of violence against women represent a state of emergency for victims and survivors of this violence as they experience serious long-term physical and psychological harm.

More than one-third had been raped or molested as a child, and more than half of men experienced one or more adult traumas such as witnessing a rape or murder or being tortured, raped, or robbed at gunpoint. Men with signs of depression were three times as likely to use violence.

The above is a brief summary of some aspects of the South African socio-economic situation that contributes to it being a traumatised society. This combined with the fact that there is a great scarcity of public mental health services in South Africa to address the mental health consequences of such widespread exposure to generalised violence, poverty and deprivation.

The South Africa government cannot address the mental health need alone. Civil society, churches, Non-Profit Organisation (NGOs) and the private sector all need to actively be involved in addressing this mental health crisis in whichever way possible. It is not optional anymore.

The above reality is the major reason that led to the development of this qualification. The institution serves the Christian network and more specifically the Pentecostal and Charismatic section. Christianity is one of the largest common denominators within South Africa's diverse population, and spans across social, economic, cultural and educational divide. 79% of South Africans have identified themselves as Christians during the 2001 census. With this qualification, the institution wants to mobilise and equip the Christian network to shoulder some of the burden of the vast humanitarian crises in South Africa.

The Pentecostal/Charismatic churches place a high premium on layman's ministry by its congregants. These ministries are conducted by congregants who normally have no, if any, official academic training in the specific area of ministry. One specific area of such a lay ministry is that of Christian counselling.

This qualification was developed based on years of research into societal needs, pastoral counselling practices and the qualification levels of pastoral counsellors within the Pentecostal/Charismatic church sector. Research was done by means of various Masters and Doctoral research projects, discussions with church leaders and other sector stakeholders.

Critical challenges identified in research

• Pastoral counselling is seen as a type of "prestigious ministry" that is sought after by many church members, often for the wrong reasons.
• The majority of church counsellors have no training in the specialised field of working with a person in crisis.
• Many unacceptable and unethical practices exist in these counselling ministries. Misconstrued insight into the psyche of the person, the dynamics of crisis counselling and the effect of unacceptable, unethical practices on the counselee are totally ignored.
• The one-sided, "one-shoe-fits-all" counselling strategies are common place and very dangerous. The research indicated that these counsellors adopt a "pet theory" and all counselling strategies are built around that theory. There is hardly any understanding of the uniqueness of the counselee, or the intricate dynamics of each counselling crisis.

This qualification was developed with the purpose of rectifying this problematic situation within the Pentecostal/Charismatic section of the church. Research indicated that the Pentecostal/Charismatic sector of the church is growing at a fast rate. This will accelerate the problem relating to pastoral counselling if not corrected, especially in the context of a country that is severely traumatised.

Therefore, in conclusion, there exists a need for quality trained pastoral counsellors within the Pentecostal/Charismatic sector of the Church.

In the planning and design phase of the qualification, the institution consulted with the Council for Counsellors in South Africa (CCSA) and was informed that upon completion of the qualification, learners will be able to register as counsellors with CCSA.

The range of typical learners and areas of activities are learners from various cultural groupings.

This qualification is an entry-level higher education qualification and is primarily vocational which provides learners with the opportunity to further higher education qualifications within their chosen field of study.

Recognition of Prior Learning (RPL)

Recognition of Prior Learning is done according to the Policy on Recognition of Prior Learning.

Applicants who meet the minimum admission requirements and have partially completed a qualification may apply for RPL for awarded credits by the previous institution. A full student transcript form the previous institution is required to confirm credits awarded. RPL is done in accordance with the existing Higher Education legislation pertaining to RPL at the time of application. RPL is subjected to the approval by the registrar or the Academic Board depending on the nature of the RPL application.

Learners who have completed this qualification will receive RPL credits when they do the Diploma in Theology or the Bachelor of Theology at the institution.

Entry Requirements

The minimum requirements for admission into the Higher Certificate are

• National Senior Certificate granting access to Higher Certificate studies.

Or

• National Certificate (Vocational), Level 4 granting access to Higher Certificate studies.

This qualification comprises compulsory modules at Level 5 totalling 120 Credits.

Compulsory Modules Level 5, 120 Credits

• Introduction, 12 Credits.
• Theological foundation, 12 Credits.
• Counselling tri-angualtion, 12 Credits.
• Marriage counselling, 12 Credits.
• Family counselling, 12 Credits.
• Child & Teenager counselling, 12 Credits.
• Addictions, 12 Credits.
• Inner healing and deliverance, 12 Credits.
• Trauma counselling, 12 Credits.
• Cross-cultural counselling, 12 Credits.

1. Demonstrate an informed understanding of the core areas of pastoral counselling and an informed understanding of the key terms, concepts, facts, general principles, rules and theories of this discipline.
2. Demonstrate the awareness of how knowledge or a knowledge system develops and evolves within the field of pastoral counselling.
3. Select and apply standard methods, procedures or techniques within this discipline and to plan and manage an implementation process within a well-defined, familiar and supportive counselling environment.
4. Identify, evaluate and solve defined, routine and new problems within a familiar counselling context; and to apply solutions based on relevant evidence and procedures or other forms of explanation appropriate to pastoral counselling; and demonstrate an understanding of the consequences.
5. Take account of, and act in accordance with, prescribed organisational and professional ethical codes of conduct, values and practices and to seek guidance on ethical and professional issues where necessary.
6. Access, process and manage information, in respect of which a learner is able to demonstrate the ability to gather information from a range of sources, including oral, written or symbolic texts, to select information appropriate to the task, and to apply basic processes of analysis, synthesis and evaluation on that information.
7. Communicate information reliably, accurately and coherently, using conventions appropriate to the counselling context, in written and oral or signed form or in practical demonstration, including an understanding of and respect for conventions around intellectual property, copyright and plagiarism, including the associated legal implications.
8. Operate in a range of familiar and new contexts, demonstrating an understanding of different kinds of systems, their constituent parts and the relationships between these parts, and to understand how actions in one area impact on other areas within the same system.
9. Evaluate his or her performance or the performance of others according to pastoral counselling principles and ethical standards, and to take appropriate action where necessary; to take responsibility for his or her learning within a structured learning process; and to promote the learning of others.
10. Account for his or her actions, to work effectively with and respect others, and, in a defined counselling context, to take supervisory responsibility for others and for the responsible use of resources, where appropriate.

Associated Assessment Criteria for Exit Level Outcomes 1

• Interpret the key elements and principles of pastoral counselling in relation to the different counselling crises.
• Apply knowledge and insight of various counselling crises to a case study instance.
• Distinguish between acceptable and unacceptable counselling principles and practices.

Associated Assessment Criteria for Exit Level Outcomes 2

• Apply fundamental knowledge regarding the development of knowledge systems within counselling.
• Apply fundamental knowledge towards the development of a personal knowledge system of counselling.
• Distinguish the knowledge system of a specific counselling crisis.
• Communicate concepts, ideas and theories with the aid of developing a knowledge system during a counselling process.
• Communicate concepts, ideas and theories by applying a knowledge system in the counselling process.

Associated Assessment Criteria for Exit Level Outcomes 3

• Apply standard counselling methods and strategies within a variety of counselling crises such as relationship problems, addictions and trauma counselling.
• Initiate the counselling process in a well-defined and supportive counselling setting.
• Employ the appropriate and required counselling techniques in a counselling session.
• Follow the correct counselling procedures within a counselling session.

Associated Assessment Criteria for Exit Level Outcomes 4

• Apply knowledge to identify causal factors within a conventional counselling crisis.
• Resolve issues which were brought about by a counselling crisis.
• Apply appropriate communication techniques to acquire insight into the counselling crisis so as to present solutions based on relevant evidence.
• Apply knowledge of the consequences of the counsellor's conduct during counselling to limit negative impact and enhance positive outcomes for the counselee.

Associated Assessment Criteria for Exit Level Outcomes 5

• Demonstrate personal accountability for conduct when counselling a counselee.
• Apply ethical standards and principles during and after the counselling process.
• Align risk and uncertainties associated with the counselling process with ethical standards and principles.
• Employ peer review to facilitate accountability and professional development.

Associated Assessment Criteria for Exit Level Outcomes 6

• Acquire and extract appropriate information and insight within an unfamiliar counselling crisis.
• Review a given counselling crisis by applying the appropriate processes of analysis, synthesis and evaluation.
• Use appropriate communication skills to obtain relevant information from the counselee.

Associated Assessment Criteria for Exit Level Outcomes 7

• Communicate information in a logical and understandable manner in support of the successful conclusion of the counselling crisis.
• Apply knowledge of communication techniques and skills to direct the counsellor's communication.
• Utilise knowledge of the legal implications to prevent illegal and unethical behaviour by the counsellor during and after the counselling process.
• Prevent misuse of knowledge created by others within the counselling profession by means of concepts and theories concerning intellectual property.

Associated Assessment Criteria for Exit Level Outcomes 8

• Transfer knowledge of various counselling scenarios to effectively counsel within an unknown and new counselling scenario.
• Utilise the principles of the counselling process to understand different counselling systems.
• Anticipate the secondary impact of the counselling intervention on other areas.
• Identify counter transference due to the understanding of the relationship between different parts of the system.

Associated Assessment Criteria for Exit Level Outcomes 9

• Employ counselling principles and ethical standards as benchmark for the evaluation of the counselling process.
• Utilise the principles for guiding the counselee to self-discovery to indicate the successful conclusion of the counselling process.
• Demonstrate acceptable and ethical conduct towards the counselee by the counsellor's conduct.

Associated Assessment Criteria for Exit Level Outcomes 10

• Apply accountability principles to guide the counsellor's decisions and conduct during the counselling process.
• Apply knowledge of the appropriate and timeous referral of counselee to better qualified counsellors/psychotherapists demonstrates the counsellor's respect for the counselee and accountability.
• Understand the governing principles regarding supervisory responsibility of the counselling process prompt accountable conduct by the counsellor.
• Utilise theories and principles directing the counsellor's responsibility to indicate the counsellor's responsible use of resources ascribed to the counselling ministry.

Integrated Assessment

The assessments are done in accordance with the assessment policies. Both formative and summative assessments are employed in the qualification. Formative assessments in the form of written assignments and practical work are continually conducted in each module of the qualification. The purpose of the formative assessments is to enhance the learning of the student and serves as an indicator to both the student at the lecturer of the student's strengths and weaknesses. Summative assessments in the form of written examination papers are written at the end of each semester. The summative assessments serve as an indicator to both the student and the lecturer of the students' competencies.

Assessments are aligned with the programme and the specific module, as it must be fair and must measure the competencies of the learner. This requires that all assessments be evaluated for accuracy and whether they comply with this institution and the Department of Higher Education and Training (DHET) regulations pertaining to assessments, and whether the assessment questions or instructions are reliable, fair and understandable for all students. This is ensured by using internal moderators for assessing the assessments papers, except for exit level summative assessment paper of Module 10, which is moderated by an external moderator. The moderator has to ensure that the quality of the qualification is sustained and that the quality of the assessment is in accordance to required standards.

Internal moderation is also done of non-exit level summative assessment papers. Internal moderation is guided by the Policy on Internal Moderation. It is the internal moderator's responsibility to evaluate the design of the assessment and to ensure that it is fair, reliable and achievable by all the students. The internal moderator's report serves as an indication of the assessor's abilities and the performance of the assessor. It further indicates trends of inconsistency and ensures that the methods of assessment are comparable and that the assessor's judgments are consistent. The internal moderator's report serves various other important functions. It provides guidance in the event of an appeal lodged by a student. It also serves as a guiding instrument for the programme leader and the Academic Board regarding issues such as standards of the programme and is an indication of the effectiveness of an assessor. It is directional in the event of deregistering the institutions assessor. The internal moderator attends to two questions: (1) is the design and the assessment method appropriate for the module, outcomes and for the qualification? (2) was the assessment appropriately conducted.