Associated Assessment Criteria for Exit Level Outcome 1:
Fundamental and specialist knowledge is applied by generating an assessment protocol based on psychometric properties of assessment, analysis of psychopathology and assessment methods that apply to clinical psychological problems.
Concepts, ideas and theories are articulated with the aid of psychometric and psychodiagnostic tools and techniques.
Psychopathology, clinical health and the presence of clinical signs and symptoms is described through the use of clinical psychological diagnostic tools and procedures.
Principles and knowledge of the psychological world are used as a foundation for psychiatric, psycho neurological and mental health sciences and the solution of psychological problems.
Techniques and principles of psychological assessment in clinical psychology are used in at least one specialist area, e.g. clinical neuropsychology, advanced forensic and psycholegal assessment.
Associated Assessment Criteria for Exit Level Outcome 2:
Foundational and specialist knowledge is applied by creating, implementing and evaluating an appropriate intervention plan to address problems of a psychological nature.
Appropriate levels of intervention within the system are communicated based on an understanding of hierarchical relations within the system and the ability to address intended and unintended consequences of psychological interventions.
The range of therapeutic psychological interventions are executed on a diverse array of client population within a psychological field based on a diversity of psychological theories.
Psychotherapeutic concepts, ideas and theories are formulated in alignment with the scope and form of psychological intervention plan.
Associated Assessment Criteria for Exit Level Outcome 3:
Ownership of personal professional development is demonstrated when gaps in professional skills set that affect effective and proficient practice are identified, reflected upon and an appropriate remedial plan to address shortcomings in practice is communicated.
Foundational and specialised knowledge of ethics guidelines and legislations relevant to clinical psychology in South Africa is applied in the management of clinical cases.
Efficacy of clinical practice (including program development, monitoring and evaluation as well as self-reflection) is critically assessed when shortcoming of interventions are identified through formal needs analysis and engagement with relevant stakeholders within the discipline of psychology.
Major professional, ethical and service delivery issues that face clinical psychologists in specialised settings of clinical practice in South Africa are identified and the professional networks in the service delivery chain of the health professions system and its functions is articulated in order to empower clients/patients to access these resources.
Professional techniques and processes are used to communicate mental health service needs of clients/patients to various stakeholders across the health sciences and associated disciplines.
Competence in the management of information is demonstrated through maintaining records and psychometric instruments; and ethical theories concepts and ideas that mandate such professional acumen are conveyed; and protocols and contracts with clients/patients are proficiently established.
Various aspects of psychological practice and research are conducted in a manner that is cognizant of and sensitive to socio-economic status, culture, race, gender, disability, sexual orientation, and other forms of diversity.
Knowledge of applicable aspects of legislation is used in all specialised areas of clinical psychological practice and research contexts.
Knowledge and understanding of the role of the professional regulating body in South Africa and conducting all aspects of psychological practice and research in accordance with guidelines for professional practice of the Health Professions Council of South Africa (HPCSA) and the Professional Board for Psychology is demonstrated.
Associated Assessment Criteria for Exit Level Outcome 4:
Foundational and specialised knowledge of the processes, systems and methodologies is exercised in designing, managing and conducting research projects that are based on relevant discourses within the discipline of psychology and clinical psychology in particular.
Resources of academic, professional and occupational discourses to communicate and defend substantial ideas that are the products of research or development in the discipline of psychology and clinical psychology are used.
A range of advanced and specialised skills and discourses appropriate to clinical psychology, psychology discipline or practice are used and the outcome of research is communicated to a range of audiences with different levels of knowledge or expertise.
Current processes of knowledge production are evaluated and an appropriate process of inquiry for the area of study is chosen.
Associated Assessment Criteria for Exit Level Outcome 5:
Develop wide range of specialised skills in identifying, conceptualising, designing and implementing methods of enquiry to address complex challenging areas within the field.
Advice on the development of policy applicable to a variety of sectors and issues, based on various aspects of psychological theory and research is communicated.
Design, manage and evaluate a range of psychologically based qualifications in diverse settings and organizations such as health, education and labour is demonstrated.
Design and implement promotive, preventative, curative or supportive qualifications and conduct needs analyses regarding such qualifications.
Specialised knowledge is used to develop Qualifications to train other professionals and allied health professionals (e.g. psychiatric registrars, medical practitioners, registered counsellors, nurses, teachers, lay counsellors, and community workers) in basic counselling skills or psychotherapy.
Specialised knowledge is used to provide ongoing supervision of other professionals and allied health professionals using psychological skills and qualifications in accordance with their category of registration and scope of practice.
Integrated Assessment:
Formative and Summative Assessment strategies are used throughout the qualification to ensure that Exit Level Outcomes are met.
Formative Assessment includes:
Tests.
Written and practical assignments.
Practical assessments in for example client assessment.
Literature review.
Case studies.
Class presentations.
Peer evaluations.
Simulations in structured learning environments.
Learning portfolios.
Summative Assessments include:
Written examinations.
Oral examinations.
Objective Structured Clinical Evaluations (OSCE).
Practical examinations.
Supervisor reports where applicable.
Objective simulated evaluation scenarios.
Research based thesis.
For Formative Assessment, the qualification embodies continual formative assessment within supervision and clinical practices (clinics) which are performed on a weekly basis. Feedback is also given after every presentation and examination, the latter of which occurs on a semester basis.
Summative Assessment: Examinations, or equivalent assessment such as portfolio of evidence, assess a representative selection of the outcomes practiced and assessed in the formative stage. Written and oral examinations take place every semester. Scholarly papers and workshops are presented throughout the qualification and are assessed. A dissertation of limited scope completes the qualification. |
