Master of Social Science in Educational Psychology

Purpose

The purpose of the qualification is to prepare leaners with cutting edge knowledge and foster an open minded approach and critical attitude to Psycho-educational studies. These areas include counselling, psychological analysis and evaluation, early childhood studies, emotional intelligence and other forms of giftedness, management of youth offenders and human resource management. In this way, the qualification is intended to prepare leaners for advanced and specialised Educational Psychology professional employment.

Rationale

The qualification exposes leaners to a variety of well-rounded learning opportunities that encourage advanced theoretical engagement with the field. This aim is to enhance leaners' confidence and ability to think critically about imported and African Indigenous psychological theory and practice. Educational psychology trainees in this Master's qualification are nurtured to be able to engage in research on the regional and national challenges of education in contemporary Africa, with particular reference given to a whole range of issues that are pertinent to education in post-apartheid South Africa, such as: the white paper on education, inclusive education, language of instruction and the debate about the first language versus second language in the South African context.

In this way the rationale of this qualification is largely dictated by the need to be responsive to the pressures emanating from 7 national needs as well as to our knowledge of the state of education in schools and other centers of learning. In this way the leaners of this qualification are expected to be able to critically engage in research and reflective learning and collaborate with external stakeholders, colleagues and the expert members of staff involved in their training to gain a solid foundation in evidence-based psychological principles. The qualification has incorporated relevant specifications from the Psychology Board of the Health Professions Council of South Africa for the training of Educational Psychologists.

Recognition of Prior Learning (RPL)

The institution accepts the principle underlying outcomes-based, source-based and life-long learning, in which considerations of articulation and mobility play a significant role, and subscribes to the view that Recognition of Prior Learning, whether acquired by formal education curricula at this or another institution or informally (by experience) is an indispensable element in deciding on admission to and awarding credits in an explicitly selected teaching-learning qualification of the institution.

A leaner who does not meet the minimum entry requirements and falls outside of the formal qualifications system, can demonstrate (through the production of substantial and satisfactory evidence) experiential or work-based learning or a non-formal qualification (or a combination), may be considered for admission and/or for the Recognition of Prior Learning for the achievement of the qualification in part or in full. A learner who after such assessment, is deemed to have sufficient potential, but is in need of further academic development, must be directed to other suitable learning qualifications prior to admission or to parallel qualifications after admission.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Arts, Honours, Level 8 in a relevant field.
• Bachelor of Social Science Honours, Level 8.

This qualification consists of the following compulsory and elective Modules at National Qualifications Framework (NQF) Level 9 totalling 192 Credits.

Compulsory Modules, Level 9, 192 Credits

• Research Methods in Psychology, 16 Credits.
• Psychological Practice, 32 Credits.
• Interventions: Methods and Approaches, 16 Credits.
• Community Interventions, 16 Credits.
• Psychological Assessment, 16 Credits.
• Dissertation: Psychology, 96 Credits.

Elective Modules, Level 9, 30 Credits (Choose one)

• Psychopathology, 16 Credits.

1. Critically engage with complex school-related problems in an integrated manner reflective of our society and its needs.
2. Engage with the theoretical components of the profession in order to deal with the demands of our current schooling situation, provincially and nationally.
3. Critically challenge and engage with psychological frameworks that are currently being used in many South African school contexts and practice.
4. Assist in the provision of task-shifted interventions at the primary health care and community levels of care such as contextually and culturally appropriate evidence-based psychosocial and mental health promotion/ prevention interventions that can be delivered by general Health Care Workers (HCWs) and lay counsellors; training, supervision and support of general HCWs and lay counsellors.
5. Integrate complex theoretical knowledge in the management of day-to-day school practice in the South African context.
6. Engage in a critical interrogation of the assessment and diagnostic tools used in the profession as well as demonstrate sensitivity to a whole range of issues such as cultural diversity, ethics, and influence of poverty, etc. in the assessment process.
7. Demonstrate advanced research skills.
8. Communicate research and important test results effectively to colleagues and other relevant educational stakeholders at the national and regional levels.

The following Associated Assessment Criteria will be used in an integrated manner across the Exit Level Outcomes

• Critically challenge and engage with psychological theories and frameworks and their skills to assess, diagnose, manage and treat child and adult clients appropriately.
• Assess specific skills necessary for engaging in clinical and educational practice including but not limited to conducting clinical interviews, conducting and interpreting psychometric assessments, implementing appropriate, context-sensitive interventions and report writing.
• Demonstrate their level of engagement in research on the regional and national challenges of education in contemporary Africa, with particular reference given to a whole range of issues that are pertinent to education in post-apartheid South Africa.

Integrated Assessment

Learning outcomes for each module are assessed and coordinated by the programme coordinator. Quarterly meetings are used to monitor leaner progress in modules and outcomes. The external examiner assesses the qualification on a yearly basis regarding overall learning outcomes. The Health Professions Council of South Africa (HPCSA) assesses the qualification every 5 years. All modules make use of experiential-based learning models and use observational learning tools that regularly integrate skills with the leaners experience and development. In keeping with the applied nature of the course, experiential learning also takes place through simulating professional scenarios (e.g. presenting a case, helping a client, giving assessment feedback, preparing a poster presentation, working in the community).