SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Bachelor of Arts Honours in Art Therapy

SAQA QUAL ID	QUALIFICATION TITLE
111248	Bachelor of Arts Honours in Art Therapy
ORIGINATOR
University of Johannesburg
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Honours Degree	Field 02 - Culture and Arts		Visual Arts
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	Not Applicable	NQF Level 08	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Reregistered		EXCO 0821/24	2019-08-16	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 the Bachelor of Arts Honours in Art Therapy is to develop learners' creative, imaginative, and critical knowledge, skills, and academic research capabilities within the domains of the art therapy discourse, visual arts and psychosocial and therapeutic industries. The qualification will equip learners with an intermediate knowledge of Art Therapy theories, and research methodologies, as they relate to eventual practice as an Art Therapist on completion of a Masters in Art Therapy, as well as an ability to think competently, safely, and ethically in a range of observed clinical settings.

The qualification facilitates the process of exploration and critical inquiry, on both an internal and external level, to understand how meaning is created through art-making, which can then be applied in a clinical context. The qualification focuses on creative, critical thinking and how this applies to clinical contexts according to ethical and professional standards (as outlined by the appropriate professional governing Boards of the Health Professions Council of South Africa and the South African National Arts Therapies Organisation) to explore Art Therapy approaches within South African, pan-African, and international contexts. In keeping with the institution's focus on promoting African scholarship, this qualification addresses the need for academically adept, discipline-sophisticated, and civic-minded graduates who can complete this Honours as the first step to entering into a Master's qualification to respond to psychosocial challenges in a globalised environment through the use of art-making, building on a sustainable model and practice for the arts in the realm of psychosocial environments.

Rationale:
This Bachelor of Arts Honours in Art Therapy abbreviated as BAHons (Art Therapy) aims to address the need to transform current practice in line with imperatives for more engaged scholarship in visual art. Second, it will strengthen the learners' capacity to contribute meaningfully to the development of contemporary South African art field, using a deeper engagement in visual and theoretical research, a better-informed, practice-led application of visual methodologies, as well as promote civic agency through art.

The BAHons (Art Therapy) is a qualification for Bachelor of Technology Fine Art, Design, Education, Humanities, Health sciences graduates and professionals who wish to specialise in the foundations of the theory and practice of Art Therapy, where the focus is on the research, individual and group art practice and community engagement and, arts-based social action.

There is principled support for this qualification by the Health Professions Council of South Africa (HPCSA) and the South Africa National Arts Therapies Organisation (SANATO) as the pre-requisite first year of a Masters in Art Therapy training. The qualification addresses a gap for scarce skills in addressing the massive psycho-social challenges using the arts in South Africa, and a preliminary survey has indicated a significant demand from South African and African candidates for a Masters qualification in Art Therapy. At present, there are only nine available registered Art Therapists in South Africa. Two registered, therapists are qualified to offer this training, with commitment from registered art therapists in other parts of the country to provide distance teaching and supervision (via Skype) and external assessments. Preliminary investigations reveal that the institution is ideally poised to offer a qualification in Art Therapy, in view of its strategic focus on global excellence and stature, especially regarding the pan-African scholarship.

The BAHons (Art Therapy) qualification embodies the core values of the institution in the following ways:

Imagination and regeneration:
Imagination is fundamental to Art Therapy practice. This training fundamentally engages with the deficit and impoverishment of imagination within a South African context. The levels of trauma in South Africa significantly compromise our capacity for imagination. The BAHons (Art Therapy) directly addresses the regeneration of the capacity for creativity, imagination, regeneration, and communication.

Diversity and Agency:
The BAHons (Art Therapy) is aimed at encouraging learners to adopt an active approach to visual art practice and to be aware of the complexity of psychosocial contemporary issues in both local and international contexts. The Department's strengths lie in the diversity of its learner community. Such diversity acts as an experiential incubator fostering dialogue and critical engagement.

Social Justice and Partnerships:
With reference to art and social justice, the Department of Visual Art finds resonance in the dictum "Non-Satis Scire...To Know Is Not Enough". The Department subscribes to the principle of critically engaged civic action, in keeping with the institution's vision. Through the qualification, the Department of Visual Art addresses the need for learners to understand the tenets of human rights, citizenship, democracy, freedom, human dignity, and equality, to educate themselves about civic action. Agency, therefore, fosters art education and art therapy for democracy. The BAHons (Art Therapy) provides an opportunity for art and citizenship curriculum-integration initiatives (including Human Immunodeficiency Virus/ Acquired Immunodeficiency Syndrome (HIV/AIDS) interventions), as well as unique opportunities for community-engaged research programmes that invite learners to participate in arts-based interventions in rural and urban community partnerships.

The learner obtaining this Honours qualification cannot practice clinical Art Therapy before obtaining a Masters qualification, which is a registered professional with the Health Professions Council of South Africa (HPCSA).

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The Faculty accepts Recognition of Prior Learning (RPL) as an integral part of education and academic practice. It is acknowledged that all learning has value and the Faculty accepts the challenge of assessing prior learning and awarding credit that is aligned to Faculty qualifications to promote lifelong learning. The purpose of the institution's RPL policy, which directs the Faculty's RPL procedure, is to recognise prior learning to provide for access to qualifications, grant advanced placement in qualifications, and grant credits for modules on the principles and processes that serve as the basis for Faculty-specific RPL practices. The Faculty's RPL policy states the following:

Through the Recognition of Prior Learning, learners may gain access, or advanced placement, or recognition of status. The recognition of prior learning in the case of learners not complying with the formal admission requirements is understood according to:

The policy and guidelines of the institution.

Other forms of formal, informal, and non-formal learning and experience.

Consideration of the extent to which prior learning corresponds with the required NQF Level.

Examples where prior learning with applied competencies are relevant to the content and outcomes of the application.

The terms of an assessment procedure that includes a motivated recommendation by an assessment panel.

Entry Requirements:
The minimum entry requirement for this qualification is:

An appropriate Bachelor degree, NQF Level 7.
Or

An appropriate Bachelor of Technology, NQF Level 7.
Or

An appropriate Advance Diploma, NQF Level 7.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory modules at National Qualifications Framework Level 8 totalling 120 Credits.

Compulsory Modules, Level 8, 120 Credits:

Theory of Art Therapy, 30 Credits.

Community Practice, 30 Credits.

Studio Practice, 30 Credits.

Research, 30 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate an understanding of the theory and practice of Art Therapy in relation to other related theoretical perspectives and social contexts.
2. Demonstrate detailed knowledge of the development and role of creativity and imagination including psychopathology related to the realm of human development, through the learner's continued practice as an artist.
3. Interpret specific needs of observed clients groups, including psycho-social contexts, which also relate to but is not limited to trauma, disability, palliative care.
4. Describe the statutory requirements of the Health Professions Council and the maintenance of ethical clinical practice.
5. Present research findings using appropriate academic conventions.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Demonstrate knowledge that supports an understanding of Art Therapy theory and practice.

Clearly describe the general theoretical concepts that include psychoanalysis, psychodynamic theory, behavioural/cognitive theories, social theories, systems group theories and community psychology theories.

Demonstrate an awareness of clinical pathology including developmental conditions, adolescent conditions, adult and geriatric psychiatry, neurological, and medical conditions and conditions that arise as a result of socio/political/economic factors including gender, ethnicity, class, Human Immunodeficiency Virus/ Acquired Immunodeficiency Syndrome (HIV/AIDS), and trauma.

Differentiate between trans-disciplinary knowledge that supports inter-alia, an understanding of Visual Art History, an introduction to allied professions that include occupational therapy, sociology, African traditional healing, and related arts therapies (art, drama, dance movement, music).

Explain historical, political, social, and cultural factors in Art Therapy in South Africa.

Associated Assessment Criteria for Exit Level Outcome 2:

Clearly discuss creativity and play in relation to human growth and development.

Use and present a range of image-generation abilities, where autographic and reflexive skills are competently to create and articulate solutions for visual art practice.

Evaluate the practice of art-making itself and all its different media accurately.

Integrate a working knowledge of ways of interpreting and appreciating art correctly.

Demonstrate knowledge of aesthetic sensibilities in art and/or design.

Discuss the use of fantasy, dreaming, reverie and memory in relation to symbolism in art practice clearly.

Associated Assessment Criteria for Exit Level Outcome 3:

Show an ability to observe in an empathic and ethical way.

Demonstrate an understanding of the different psycho-social contexts.

Integrate theoretical concepts and observational practice in written format.

Observe and record clinical material correctly.

Integrate learning from the supervisory context.

Associated Assessment Criteria for Exit Level Outcome 4:

Present evidence of drawing on appropriate ethical values and approaches to make decisions in an art therapy context.

Explain adherence to professional standards of conduct clearly.

Discuss current relevant government policies and guidance (e.g. in health, social care and education), including confidentiality and informed consent clearly.

Justify the South African National Arts Therapies Organisation's (SANATO) Code of Ethics.

Associated Assessment Criteria for Exit Level Outcome 5:

Show evidence of the theory of research and the application of the research processes, principles, and methods that promote meaningful evidence-based Art Therapy in written format.

Demonstrate an understanding of relevant South African and international seminal theory in writing.

Show competency in conducting research in Art Therapy theory by using a range of research methods including visual research methods.

Demonstrate knowledge and understanding of a range of appropriate research methods.

Ensure competency in ethically conducting evaluation and critiques on Art Therapy theory and Visual Arts, based on a systematic and defined framework.

Integrated Assessment:
The following assessment methods will be used in the summative:

Long research paper.

Report and documentation of field practice, with review by community practice supervisor.

Exhibition of portfolios.

The following assessment methods will be used in the formative:

Continuous assessment through written exercises and interim presentations.

Seminar presentations, field practice reports, and continuous feedback on work in progress.

Continuous assessment through interim presentations. Continuous feedback and critique on work in progress.

Continuous assessment through written exercises and interim presentations.

Assessment of experiential learning:
Experiential learning is assessed by the employer/supervisor in the workplace and a written report on the workplace by the learner as well as the supervisor's report is assessed internally. Learners will receive feedback on all assessments from the lecturing staff/assessor(s).

INTERNATIONAL COMPARABILITY

This Honours qualification compares with similar 1st-year studies and best practices offered in other parts of the world as a Masters Art Therapy qualification. As there are no equivalent Bachelor of Arts (BA) Honours in Art Therapy qualifications internationally, the comparison provided is according to the first year of a 2-year Master's qualification:

In the United Kingdom (UK), Hertfordshire University offers a Master of Arts (MA) Art Therapy.

The content of the first year is as follows:
Art Therapy Practice 1: This module provides learners with a placement experience of a maximum of 60 days in a health or educational setting that is responsive to public and voluntary sector changes. Learners will learn effective art therapy practice within a well-supported and carefully monitored structure that bridges the learning experience on placement with that offered at the University. Lectures introduce the learner to key concepts underpinning art therapy practice.

Creative Economies: The Creative Economies module enables learners to explore and engage with creative economies relevant to their practice. The module delivers a series of lectures and workshops examining creative economies. The module provides an opportunity for learners to engage with people and environments, seeking an understanding of how their practice may be located within these contexts, locally, nationally or globally.

Experiential Training 1: This experiential module offers learners an opportunity to begin to develop their understanding of themselves as art therapy practitioners. Studio practice is pivotal to the learner's development of their visual art practice; time and space are offered in the studio, in discussion groups and School of Creative Arts workshops. The understanding of imagery as a means of psychological expression and conveyor of meaning is explored within experiential groups where learners have begun to explore a range of contemporary art therapy approaches. Learners will be encouraged to articulate links between their own and other arts practice through engagement in visual culture and exhibitions.

Experiential Training 2: This experiential module offers learners increased opportunity to develop their understanding of themselves art therapy practitioners. Studio practice is pivotal to the learner's development of their visual art practice and time and space is offered in the studio, in discussion groups and in School of Creative Arts workshops. The understanding of imagery as a means of psychological expression and conveyor of meaning is further explored within experiential groups where learners disseminate a range of contemporary art therapy approaches. Learners will be encouraged to further articulate links between their own and others art practice through engagement in visual culture and exhibitions.

Research and Enquiry: This module aims to provide learners with a range of research skills suitable for postgraduate-level study in art, art therapy, design, film, media and music. The module views creative, technical and therapeutic practices as research processes and helps learners locate their own work within contemporary, advanced-level practice in their discipline and to make a critical evaluation of the bodies of practice and ideas that sustain them. Key skills addressed include those of research management, critical evaluation, academic conventions, notions of creative, technical and therapeutic practice as research methodologies, and a range of modes of contextual analysis. The skills gleaned on this module will provide learners with a platform for research for the remainder of the programme and in their future careers.

The MA Art Therapy will consolidate and integrate community-based experiences with the body of knowledge and theory gained from developing and developed countries that offer an accredited Art Therapy training. The BA Hons (AT) will provide training that is in line with minimum standards of practice and at the same time, responds specifically to the unique South African context.

Also in the UK, Goldsmiths College offers a MA Art Psychotherapy. The content of the first year is as follows:
Theory and Practice of Art Psychotherapy 1: This module aims to develop the understanding of art psychotherapy theory and to integrate this with ethical and safe practice as set out in the HCPC Standards of Proficiency. Through lectures, debates and academic supervision consideration is given to the social, cultural, historical and political contexts of art psychotherapy theory and practice.

Experiential Learning 1This module aims to develop an understanding of art psychotherapy through various experiential learning.
Clinical Placement 1 This module aims to develop safe and professional practice as an art psychotherapist within a placement setting.

Learner learning over the 2 years of the Masters is underpinned by the principles and practices of psychodynamic psychotherapy practised within the context of mental health care, and informed by contemporary art practice. Via theoretical studies, clinical work and experiential learning learners will integrate cognitive understanding and practical experience with developing awareness of self and others.

In the United States of America (USA), Lesley University offers a MA Clinical Mental Health Counselling: Art Therapy. The structure of the modules is as follows:

Theories in Art Therapy.

Theory and Practice of Group Work.

Art Therapy Assessment.

Principles and Practices of Expressive Arts Therapy

Orientation to Expressive Therapies.

Human Development Across the Lifespan.

Standards and Ethics in Clinical Practice.

Examining Power, Privilege and Oppression in Clinical Practice.

Research and Evaluation.

Psychopathology and Clinical Practice.

Theories of Mental Health Counselling.

Assessment and Mental Health Counselling.

Thesis Seminar.

Art Therapy with Older Adults.

Art Therapy with People with Severe Mental Illness.

Family Art Therapy.

Drawing from Within: A Studio Course.

Jungian Art Therapy.

Art Therapy with Children and Adolescents.

Art Therapy Studio.

Art Therapy with Traumatized Adults.

Clinical Skills and Applications.

Supervision in Art Therapy and Counselling 1, 2 and 3.

The Master of Arts in Clinical Mental Health Counselling: Art Therapy is a 60-credit qualification that integrates coursework, clinical work and supervision in art therapy and mental health counselling.

Also in the USA, New York University offers a MA Art Therapy. The module structure is as follows:

Art for Art Therapists.

Theory and Practice of Art Therapy.

Psychology Elective.

Cultural Diversity in Art Therapy.

Ethical Issues in Art Therapy.

Art Therapy with Children.

Internship in Art Therapy.

Pictorial Analysis for Assessment and Diagnosis.

Adaptive Techniques in Art Therapy.

Psychology Elective.

The New York University (NYU) Art Therapy qualification integrates psychotherapy and visual arts practice, engaging the creative power of art for clinical assessment and treatment. In particular, we promote (1) scholarly research abilities and evidence-based clinical praxis, (2) cross-cultural competency with appreciation of social justice issues, and (3) fluency with the evolving technologies of new media art. The guiding theoretical orientation is psychoanalytic, which subsumes post-Freudian ego psychology, object relations, self-psychology, and intersubjective psychology.

ARTICULATION OPTIONS

This qualification allows possibilities for both horizontal and vertical articulation.

Horizontal Articulation:

Bachelor of Arts Honours in Visual Art, NQF Level 8.

Vertical Articulation:

Master of Arts in Visual Art, NQF Level 9.

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.

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