Master of Philosophy in Public Mental Health

Purpose

The programme is designed to be relevant for and accessible to full-time working health and development professionals, building on their professional knowledge and increasing their capacity in these roles.

The programme will provide clinicians and health managers with crucial skills to enable them to

• Plan and evaluate the services that they deliver and manage.
• Lobby effectively with national, provincial and district health planners.
• Facilitate the effective transition from clinical to health planning and management positions.

Mental health is frequently marginalized in decision-making for health service resources, partly because mental health professionals lack the skills and information to plan services and to advocate for appropriate resource allocation. The training offered by the programme would enable them to take on these crucial responsibilities.

The Master of Philosophy qualification programme should essentially produce graduates with advanced research skills to undertake their own research projects (such as evaluating services, policies and interventions) as well as to interpret research findings for policy and practice. The latter skill is crucial. The absence of this capacity frequently leads to research findings not being implemented in policy and practice for mental health, particularly in low income countries.

Rationale

In the past decade there has been a call from the global health community to recognise and prioritise mental health as an essential part of public health in the developing world. The World Health Organization (WHO) in particular has described the high burden of mental disorders and the significant impact of poverty, conflict and HIV/AIDS upon mental health in developing countries. The key role of psychosocial and behavioral factors in shaping population health and development has also been emphasised. There is, however, a major shortage in professional mental health capacity within Africa and across the developing world. The WHO Atlas report has highlighted the vast inequities in mental health resources, and the urgent need to train and retain health and mental health professionals in low and middle income countries.

A crucial gap is the overall policy, service and legislative framework that enable governments to deliver evidence-based interventions and address mental health systematically as a major public health and development issue. In many African countries, mental health professionals lack the public health training to develop policies, plan services, and work with policy makers to address the social determinants of mental ill-health such as poverty and conflict.

This is a part-time research programme involving coursework and a thesis, designed to develop capacity for mental health policy, service evaluation and systems development in Africa. Face-to-face classroom teaching at the University of Stellenbosch will be limited to two two-week seminars during the year, while blended learning using traditional, internet and mobile resources will constitute the primary mode of delivery. The blended learning strategy maximizes the potential for students who are already engaged in mental health related work in Ministries of Health, NGOs and development agencies to enhance their skills while continuing to fulfil their important roles.

In keeping with the principles of contextual appropriateness, the thesis will need to be related to the ongoing work conducted by participants in their respective countries. The content of the curriculum will draw substantially, but not exclusively, on the modules of the WHO Mental Health Policy and Services Guidance Package and associated training materials, as well as the findings of the Mental Health and Poverty Project, which is an African programme.

Candidates applying for entry to this qualification must show evidence of

• Experience of working in a mental health, health or development related field for at least three years.
• Current employment within a managerial or leadership role, or have the capacity for such a role.
• Proficiency in English language speech, reading and writing for postgraduate academic studies.

Recognition of Prior Learning

For candidates applying to enter this qualification without having completed an Honours degree or Post-graduate diploma, recognition of prior learning could be considered

Recognition of Prior Learning (RPL) is in place to facilitate access for candidates who do not meet the required above academic criteria. Experience of working in mental health or related health or development environments will be a strong recommendation. Possible successful completion of selected modules of the Post-graduate Diploma: Public Mental Health may be required. Recognition of Prior Learning in the programme will follow university guidelines. A committee will be constituted to consider all applications. All Recognition of Prior Learning processes will be conducted in consultation with identified university experts in this area.

Access to the Qualification

Candidates for this programme should be in possession of an Honours degree or Postgraduate diploma in Public Mental Health or in a cognate discipline, at NQF level 8.

The programme comprises two compulsory modules

• Advanced Research Methods for Public Mental Health - 20 Credits.
• Public Mental Health Thesis - 160 Credits.

1. Demonstrate advanced application of concepts, ethics, theories and analytical processes in relation to the chosen focus of public mental health.
2. Access, analyse, organise and critically evaluate existing knowledge.
3. Engage in independent research and produce findings in the form of a research report from a range of appropriate research designs, methods, techniques and technologies in the chosen focus area.
4. Demonstrate in-depth understanding of own position in relation to major debates within the chosen field.
5. Demonstrate specialist forefront knowledge and expertise in the chosen field and the competency to apply these creatively within the chosen field.
6. Critically analyse and evaluate the outcomes of interventions, techniques, strategies or processes in the chosen field.

Critical Cross-Field Outcomes

This qualification addresses all the Critical Cross-Field Outcomes.

Associated Assessment Criteria for Exit Level Outcome 1

1.1 Discussions reflect a clear understanding of the contest (including policy, legislation and global issues), appropriate concepts, methods, ethics, theories and analytical processes in the chosen field.

1.2 Presentations reflect the appropriate application of the relevant concepts, methods, ethics, theories and analytical processes in the chosen field.

1.3 Written work on the chosen field displays critical analyses and a degree of intellectual independence.

Associated Assessment Criteria for Exit Level Outcome 2

2.1 Current literature and research are accessed, analysed and organised and evaluated systematically in the chosen focus area.

2.2 Evaluations demonstrate clear evidence of effective application of the principles of research practice in the chosen focus area.

2.3 Conclusions and recommendations are justified by the use of appropriate evidence and arguments.

Associated Assessment Criteria for Exit Level Outcome 3

3.1 The research inquiry is planned and conducted on the basis of a range of appropriate research designs, methods, techniques and technologies for the specific research problem.

3.2 Research themes are appropriately identified and demarcated.

3.3 Analyses of the research theme include a comprehensive and critical review of current literature and investigations.

3.4 Selected research methods, techniques and technologies show evidence of a clear understanding of relevant research theory and practice.

3.5 Research reports critically and coherently describe theoretical arguments, the research process, methodology, results, conclusions and recommendations.

3.6 Research reports display skill in extrapolating key findings, justifiable conclusions and making feasible recommendations.

Associated Assessment Criteria for Exit Level Outcome 4

4.1 Motivations of own position to specific debates are based on sound integration of relevant theory, practice, research and independent, creative thinking.

4.2 Discussions demonstrate understanding of one's own position and its feasibility in relation to major debates.

4.3 Written and oral formats clearly and cogently communicate explanations of own position.

Associated Assessment Criteria for Exit Level Outcome 5

5.1 Analyses of the problems and issues reflect a purposeful and critical application of advanced theory, current knowledge and expertise in the chosen focus area.

5.2 Interventions and/or recommendations reflect purposeful and creative plans to seek solutions based on theory and proven methods in the chosen field.

5.3 Discussions and/or interventions reflect advanced application of appropriate skills, strategies and techniques in accordance with corresponding theoretical assumptions in the chosen field.

5.4 Research and/or interventions include the appropriate and creative use of tools and/or data relevant to the chosen field.

Associated Assessment Criteria for Exit Level Outcome 6

6.1 Evaluations comprehensively describe outcomes of interventions, techniques, strategies or processes in relation to the stated goals and in accordance with corresponding theoretical assumptions.

6.2 Evaluations critically analyse outcomes in accordance with the identified needs and issues within the chosen focus area.

6.3 Evaluations are purposefully used as the basis for planning, implementing and making recommendations.

Integrated Assessment

The qualification will be assessed in accordance with the assessment standards of the institution.

Evaluation will include

• Evaluation of the extent to which curricula operationalise the content of evidence-based practice for public mental health, mental health policy, services and legislation.
• Feedback from students.
• Utilisation of course material for ongoing development of mental health policy, legislation and services in Africa.

The blended learning programme will be evaluated using the following indicators

• Academic assessment of written and oral performance of students (including submission of written research projects, participation in seminars, and examination of course material).
• Throughput of students, in keeping with institutional evaluation criteria.

Follow-up assessment of the use of course material in ongoing policy and service development in the country concerned. This assessment would be conducted based on information provided by both the candidate and independent assessors.