Postgraduate Diploma in Public Mental Health

Purpose

The programme is designed for, and accessible to, full-time working health and development professionals, to build on existing professional knowledge and increase capacity in existing roles.

This Qualification will enable the learner to

• Develop policies and plans for mental health.
• Design community-based services.
• Evaluate these interventions.
• Conduct basic research in the field of public mental health.

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 behavioural 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 World Health Organization 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 frameworks 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.

There are currently no programmes on the African continent that undertake this training in public mental health. Other countries are beginning to swing towards offering short courses to those already involved in community or public health, but there is no definite evidence of a public health-specific full qualification being offered.

Learners should be in possession of an existing health or development professional degree or diploma (e.g. occupational therapy, medicine, professional nurse, social work, psychology) or, a related postgraduate degree (e.g. public health, anthropology and sociology), at NQF Level 7.

Recognition of Prior Learning

Recognition of Prior Learning will be applied on an individual basis and will be conducted in accordance with the institutions' accredited Recognition of Prior Learning policy and in agreement with the relevant ETQA.

Access to the Qualification

Learners accessing this programme should be in possession of a health or development professional degree or diploma (e.g. occupational therapy, medicine, professional nurse, social work, psychology) or a cognate discipline on NQF Level 7.

Learners should

• Have experience of working in a mental health, health or development related field.
• Have the capacity for a management or leadership role.
• Be sufficiently proficient in speaking, reading and writing in English for postgraduate academic studies.

Learners who do not meet the academic entry requirements may apply for Recognition of Prior Learning.

The programme will require the completion of 4 compulsory modules

• Mental health in context - 30 Credits.
• Interventions for mental health - 30 Credits.
• Policy, planning and leadership for mental health - 30 Credits.
• Research methodology for public mental health - 30 Credits.

Assignments for the programme will be related to the ongoing work conducted by participants in their respective countries.

1. Develop policies and plans for mental health.
2. Design community-based services.
3. Evaluate these interventions.
4. Conduct basic research in the field of public mental health.

Critical Cross-Field Outcomes

This qualification addresses all the Critical Cross-Field Outcomes.

Associated Assessment Criteria for Exit Level Outcome 1

1.1 The existing policy for the holistic treatment of individuals is evaluated to identify strengths, weaknesses, and areas for development on order to best equip the learner to offer holistic treatment which includes mental health.

1.2 Plans are drawn up which aim to improve public health services by including mental health.

1.3 Strategies to manage diversity and potential conflict are developed to the benefit of the health worker, the patient, the significant others and the organisation, that are in line with policies, procedures and best practice.

1.4 Methods for enhancing transparency and ethical behaviour associated with the allocation of resources are included in the plan.

Associated Assessment Criteria for Exit Level Outcome 2

2.1 Organisational strategies are analysed in order to develop an implementation plan for holistic health provision.

• Range: Evaluation must include, but is not limited to; a SWOT analysis and feasibility studies for pro-active and re-active approaches to holistic health which includes mental health.

2.2 Health services are evaluated in terms of their potential strengths and weaknesses and selected to represent the most suitable operational plan and contingency plans.

2.3 A risk management plan is developed that minimises the impact of obstacles encountered during implementation of the plan.

2.4 Resources are allocated to the selected plan in order to adhere to the allocated budget.

2.5 Stakeholder roles, responsibilities and requirements are integrated in the plan to ensure a multi-disciplinary approach in community-based holistic health service.

Associated Assessment Criteria for Exit Level Outcome 3

3.1 Existing community-based services are evaluated against the broader concept of quality and relevant quality models for their potential to deliver the required holistic treatment.

3.2 A plan for the implementation of a suitable quality management system within the services is developed in line with project management principles, quality controls, policies and procedures.

3.3 A client service strategy to enhance the image of the services is developed in line with organisational and national government initiatives.

• Range: Client service strategy refers to the integral focus on the client within the community-based holistic health care service.

3.4 Service delivery levels are evaluated and the implementation plan is amended as necessary to align with existing service standards.

3.5 The value of a holistic community-based service mindset is evaluated in terms of its impact on the community being served and the corporate image of the organisation.

Associated Assessment Criteria for Exit Level Outcome 4

4.1 Research methodologies are analysed for their relevance to the specific research topic.

• Range: Methodologies include, but are not limited to: Qualitative and qualitative differences related to rules, principles and theories.

4.2 A research proposal is formulated which identifies a problem related to community-based holostic services.

• Range: The proposal must include a rationale, objectives, methodology and research plan.

4.3 Research is conducted in accordance with the research proposal and prescribed ethical principles, using the applicable/relevant research methodology.

• Range: Conducting research includes, but is not limited to: Gathering and processing, capturing and interpreting information.

4.4 A research report containing the findings, conclusions and recommendations that are relevant to the research proposal and consistent with the supporting data is drawn up to comply with the organisation's format requirements.

• Range of format requirements includes, but is not limited to: Scope, numbering, headings, structure, layout and appearances.

Integrated Assessment

The University of Stellenbosch has a system of external peer review and evaluation of departments that includes an evaluation of standards and assessment practices, to which this programme will be subjected. The assistance of the university's Centre for Teaching and Learning will be sought in the process of the design of assessments for this new programme.

Evaluation of the curricula 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 trainees.
• Utilization 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 trainees (including submission of written research projects, participation in seminars, and examination of course material).
• Throughput of students, in keeping with Stellenbosch 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.