SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Advanced Diploma in Somatic Therapy

SAQA QUAL ID	QUALIFICATION TITLE
110041	Advanced Diploma in Somatic Therapy
ORIGINATOR
Tshwane University of Technology (TUT)
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Advanced Diploma	Field 09 - Health Sciences and Social Services		Promotive Health and Developmental Services
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	Not Applicable	NQF Level 07	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Reregistered		EXCO 0821/24	2019-07-25	2027-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2028-06-30		2031-06-30

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.

This qualification does not replace any other qualification and is not replaced by any other qualification.

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The purpose of this qualification is to enhance the professional development and leadership skills necessary to be a successful somatic therapist. The qualification also assists the learners in transition from the institution into a professional setting. The qualification supports the learner in improving career progression and in pursuing personal interests in a topic in greater depth. Qualifying learners will be able to practice independently and function as managers in practice involving employees and colleagues and interact with other health care professionals providing optimal therapeutic service through referral and cooperative practice.

Clinical training will take place in various clinical settings such as, private practices, public and private hospitals, integrative practices, wellness centres, health care settings, medical spas, medical aesthetic clinics, community clinics and sport rehabilitation centres. The learner therapist will deliver service under supervision of qualified health care professionals and/or therapists. Such therapists perform non-therapeutic and therapeutic services offered through the application of skilled manual techniques, massage techniques, mind-body techniques, movement therapies, light therapies, lifestyle modification, relaxation therapies, stress management skills and natural therapies. As health advocates, therapists will be responsible for using their expertise to advance the health and wellbeing of the community. A lifelong learning and research culture will be promoted and therapists will be driven to master their field of expertise, with full recognition of the need for continuous professional development. This qualification articulates vertically to the Postgraduate Diploma in Somatic Therapy.

Rationale:
This qualification is also designed to prepare learners for postgraduate study through deepening their knowledge and understanding of current thinking, practice, theory and methodology in somatic therapy. The Somatic Therapist will be expected to promote health and wellness through complementary approaches that complement conventional medical care. This qualification is suitable for continuous professional development through encouraging learners to deal with, formulate and resolve more complex theoretical and practice-related tasks through the selection and use of appropriate methods and techniques.

This qualification will enable qualifying learners to further their professional/specialised qualification in somatic therapy. The qualification is in line with government policies to provide necessary professional career paths for learners to get access to higher education qualifications in health professions and related clinical sciences.

This qualification will cater for learners with diploma qualification in Somatic Therapy or Somatology who want a qualification of a professional nature and who want to further their discipline-specific and practical knowledge. The base qualification, somatic therapy, will enable learners to find employment in any health care setting where integrative and complementary therapies are employed.

Through Advisory Committee meetings, industry engagement, evolved employment opportunities and Work Integrated Learning (WIL), the qualification will have a curriculum with a deeper health and wellness focus.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

This qualification may be achieved in part through the recognition of relevant prior learning and through prior experience as a practitioner in the field of Somatic Therapy/Somatology. The necessary evidence as required by the exit level outcomes, and presented by the learner, should meet the following principles: currency of evidence, sufficiency of evidence, validity of evidence and authenticity of evidence.

The minimum entry requirement for this qualification is:

A 360 Credits Diploma in Somatic Therapy.
Or

A National Diploma in Somatology.
Or

An appropriate qualification in the relevant field at Level 6.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of compulsory modules at Level 7 totalling 120 Credits.
Compulsory Modules: 120 Credits:

Nutrition IV, 12 Credits.

Health Care Administration and Management I, 12 Credits.

Introduction to Research I: Somatic Therapy, 12 Credits.

Holistic & Complementary Therapy IV, 30 Credits.

Skilled Touch Principles & Techniques IV, 30 Credits.

Clinical Management in Somatic Therapy IV, 24 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate integrated knowledge and understanding of the central areas of Somatic Therapy and other related fields as well as how that knowledge relates to other fields and disciplines or practices.
2. Demonstrate the ability to understand knowledge as contested and the ability to evaluate types of knowledge and explanations typical in central areas of Somatic Therapy.
3. Demonstrate an understanding of a range of methods of enquiry in Somatic Therapy and their suitability to specific investigations and an ability to select and apply a range of methods to resolve problems and introduce change within a Somatic Therapy setting.
4. Demonstrate an ability to take decisions and act ethically and professionally, and the ability to justify those decisions and actions drawing on appropriate ethical values and approaches, within a supported Somatic Therapy environment.
5. Demonstrate an ability to access, process and manage information within a Somatic Therapy setting.
6. Demonstrate an ability to develop and communicate own ideas and opinions in well-formed arguments, using appropriate academic, professional, or occupational discourse in a Somatic Therapy setting.
7. Demonstrate an ability to manage processes in unfamiliar and variable Somatic Therapy contexts, recognising that problem solving is context-and system-bound and does not occur in isolation.
8. Demonstrate an ability to identify, evaluate and address his or her learning needs in a self-directed manner, and to facilitate collaborative learning processes.
9. Demonstrate an ability to take full responsibility for his or her work, decision-making and use of resources, and limited accountability for the decisions and actions of others in varied or ill-defined Somatic Therapy contexts.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Evaluate and apply Somatic Therapies for efficacy and value according to relevant evaluation criteria and to ensure that these therapies relate to other health care disciplines.

Identify and apply Clinical Management measures of actual clients to improve the assessment and treatment process by applying integrated knowledge of somatic techniques, anatomy, physiology, pathophysiology and nutrition.

Evaluate and critique Somatic concepts, principles, rules and theories are to understand the role of Somatic Therapy in the health care environment.

Explore Somatic Therapy's role in health care by applying integrated knowledge of nutrition, business practice and research principles.

Associated Assessment Criteria for Exit Level Outcome 2:

Evaluate and validate Somatic related techniques and therapies for quality according to relevant evaluation criteria.

Evaluate Somatic related terminology and descriptions to understand the role of Somatic Therapy.

Evaluate Somatic related knowledge to understand how knowledge is dependent upon social and cultural histories.

Associated Assessment Criteria for Exit Level Outcome 3:

Investigate methods of enquiry and their suitability in Somatic Therapy to solve somatic related problems by acquiring new knowledge and integrating previous knowledge in Somatic Therapy.

Identify evidence-based solutions by integration of clinical expertise and relevant research evidence to introduce change within a Somatic Therapy setting.

Identify and develop appropriate processes of information gathering in Somatic Therapy to access and manage the information including questioning, observation, study of existing documents, questionnaires.

Evaluate sources of information in Somatic Therapy to independently validate its significance in the field of Somatic Therapy.

Associated Assessment Criteria for Exit Level Outcome 4:

Evaluate professional and ethical values and approaches to justify decisions and actions within a Somatic Therapy environment with reference to the scope of practice.

Explore principles and practices of ethical accountability in Somatic Therapy by evaluating Somatic and health care ethics to take responsibility for internal standards of individual and group conduct.

Associated Assessment Criteria for Exit Level Outcome 5:

Identify and develop appropriate processes of information gathering in Somatic Therapy by seeking out somatic related current information, gathering specialised information and providing evidence to access and manage the information and to determine.

Evaluate sources of information in Somatic Therapy to independently validate its significance in the field of Somatic Therapy and indicate whether information is valid and relevant.

Associated Assessment Criteria for Exit Level Outcome 6:

Discuss Somatic Therapy ideas and views to provide appropriate occupational dialogue in a Somatic Therapy setting.

Critique independent ideas and opinions to present well-formed arguments using appropriate academic, professional or occupational dialogue in a Somatic Therapy setting.

Critically evaluate information exchange between health care disciplines in the forms of speaking, writing or using other means of communication.

Associated Assessment Criteria for Exit Level Outcome 7:

Discuss Somatic Therapy's role in health care to highlight that problem solving is not based on knowledge alone but also in the relationship between physical, economic, cultural environment and knowledge.

Identify appropriate processes of information gathering in Somatic Therapy and develop access and manage the information. This is achieved through application of knowledge, skills, tools, techniques and systems to define, visualise, measure, control and improve processes with the goal to meet requirements.

Associated Assessment Criteria for Exit Level Outcome 8:

Identify and evaluate self-directed learning needs to facilitate the learning process through individuals taking responsibility for what occurs.

Select, manage and assess learning activities by the individual learner and pursued at any time or place.

Identify collaborative learning processes to facilitate responsibility of learners to work together in peer groups to build knowledge and improve the whole process of learning by discussing solutions to problems, reading and lectures.

Associated Assessment Criteria for Exit Level Outcome 9:

Explore responsibilities for acquiring information to justify decisions and actions within a Somatic Therapy environment through practice of therapies and techniques, reading, lectures, communication with industry and peer.

Explore responsibilities for evaluating resources to justify decisions and actions within a Somatic Therapy environment.

Integrated Assessment:
Formative Assessment:
In the assessment strategy as a whole, evidence of professional competencies must be demonstrated through a variety of options which includes written tests, practical assessments, case studies, problem solving assignments and strategies, log books, portfolio of learning materials, projects and presentations, authentic practical exercises and demonstrations. Some strategies will be more suited to assess foundational competence while others are more suited to assess practical and reflexive competence.

Summative Assessment:
Written and practical examinations and portfolio of evidence. The goal of summative assessment is to evaluate learning at the end of an instructional unit by comparing it against set standards.

The integration of theory and practices in learning will occur through a range of approaches. Integrated learning will enhance student learning. The learning will take place through problem-based learning and scenario learning.

The final integrated assessment needs to measure applied competence. It should assess the ability of learners to assess the physical condition of the client by applying appropriate methods and techniques, design a suitable treatment plan according to the assessed needs of the client, perform the treatment procedure according to the designed treatment plan and advise the client on improvement regimes in a professional manner (practical competence), understand the theoretical basis for these above-mentioned actions (foundational competence), and reflect on and then make changes to their practices (reflexive competence).

INTERNATIONAL COMPARABILITY

Country: United Kingdom.
Institution: University College Birmingham.
Qualification: Bachelor's Degree with Honours.

Comparability:
The qualification is equivalent to this qualification and includes a variety of fields of study as specialisation. It does not create a level of mobility amongst institutions on an international level.
Country: United Kingdom.
Institution: Wrexham Glyndwr University.
Qualification: Bachelor of Science (Hons) in Complementary Therapies for Healthcare.

Comparability:
The Bachelor of Science (BSc) (Honours) in Complementary Therapies for Healthcare is equivalent to this qualification and includes a variety of fields of study as specialisation. It does not create a level of mobility amongst institutions on an international level.

Country: Australia.
Institution: Victoria University.
Qualification: Bachelor of Health Science: Dermal Therapies.

Comparability:
The Bachelor of Health Science: Dermal Therapies is equivalent to this qualification and includes a variety of fields of study as specialisation. It does not create a level of mobility amongst institutions on an international level.
Country: United States of America.
Institution: Ashford University.
Qualification: Bachelor of Arts in Complementary and Alternative Health.

Comparability:
The Bachelor of Arts (BA) in Complementary and Alternative Health is equivalent to this qualification and includes a variety of fields of study as specialisation. It does not create a level of mobility amongst institutions on an international level.
Country: America.
Institution: Kaplan University.
Qualification: BSc in Health and Wellness.

Comparability:
The BSc in Health and Wellness is equivalent to this qualification and includes a variety of fields of study as specialisation. It does not create a level of mobility amongst institutions on.

ARTICULATION OPTIONS

This qualification allows for both horizontal and vertical articulation possibilities.

Horizontal Articulation:

Advanced Diploma in Health Management, Level 7.

Vertical Articulation:

Postgraduate Diploma in Somatic Therapy, Level 8.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

NOTES

N/A

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

NONE

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:

This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.

1.	Tshwane University of Technology (TUT)