SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Health Sciences Honours in Psychology 
SAQA QUAL ID QUALIFICATION TITLE
112834  Bachelor of Health Sciences Honours in Psychology 
ORIGINATOR
North West University 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Honours Degree  Field 09 - Health Sciences and Social Services  Preventive Health 
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  2021-07-01  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 primary purpose of the Bachelor of Health Sciences Honours in Psychology is to prepare learners for research-based postgraduate study or the professional Master's Degree in Psychology. It serves to deepen learners' expertise in the field of psychology, and to develop research capacity in the methodology and techniques of the field of psychology. The qualification demands a high-level of theoretical engagement and intellectual independence. The institution provide qualifying learners with a broad, integrated knowledge foundation of the field of Psychology. The qualification also provides a strong foundation for fundamental and applied research methods for those intending to further studies in advanced psychology at HEQF Level 9.

Rationale:
This qualification is a niche in the rapidly developing world which constantly calls to question human behaviour in adapting to the change. There is, therefore, a need to improve research on psychological evaluations and intervention techniques to respond to the needs of society. These are the reasons that led to the development of this qualification is developed. This qualification is academic. Learners obtain analytical, interpretation and integration skills. This curriculum prepares the learner for further Postgraduate study in Psychology. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
Where learners do not meet the minimum admission requirements, RPL may be used to grant access to the qualification. RPL applies according to the Recognition of Prior Learning, Credit Accumulation and Transfer, and Assessment (CHE 2016) and the institution's RPL policy. The Faculty of Health Science manages the process. Assessment of Learners is against NQF Level 7 competencies.

Entry Requirements:
The minimum entry requirement for this qualification is:
  • Appropriate bachelor's Degree, NQF Level 7 with Psychology as a major or the equivalent. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at NQF Level 8 totalling 168 Credits.

    Compulsory Modules,120 Credits:
  • Psychological Evaluation, 16 Credits.
  • Community Psychology: Theory, 8 Credits.
  • Applied positive psychology, 16 Credits.
  • Intervention techniques, 16 Credits.
  • Theoretical perspectives on rendering help, 16 Credits.
  • Child and adolescent psychology, 16 Credits.
  • Psychopathology, 16 Credits.
  • Descriptive Statistics, 12 Credits.
  • Practical Statistics, 12 Credits.
  • Research Report: Theory and practice, 40 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate a comprehensive, systematic knowledge of psychometrics, psychological evaluation, psychopathology, basic intervention and counselling techniques. This knowledge includes programme development and presentation.
    2. Critically evaluate existing knowledge concerning theories, research methods, techniques and technology in psychology, and apply that knowledge to various contexts.
    3. Diagnose psychological pathology in individuals, groups and communities, design basic intervention programmes and apply them in various socio-cultural circumstances.
    4. Obtain, analyse and interpret relevant information concerning individuals, groups and communities, and communicate the information, either individually or as a member of a group, by writing reports, doing assignments, or reporting orally.
    5. Reflect on the impact of the study material on the self as a person and as a future caregiver.
    6. Observe and apply ethical, professional and value-based code of conduct in all modes of communication and association with individuals and groups.
    7. Utilise appropriate technology (computer, e-mail,) effectively in the Psychology environment (technological and environmental literacy).
    8. Explore different effective learning strategies to acquire the different capabilities of a practitioner in the field of Psychology.
    9. Promote responsible citizenship through their approach towards the holistic application of Psychology-related skills. 

    ASSOCIATED ASSESSMENT CRITERIA 
    The following associated assessment criteria apply across all Exit Level Outcomes:
  • Communicate verbally in a group context or writing, their own critical, evaluating viewpoint concerning the role of the factors that stimulate and influence psychological assessment.
  • Apply knowledge of the assumptions, values and principles of psychological evaluations in the formulation of an evaluation plan for children, adolescents and adults as provided in case studies.
  • Plan appropriate community psychology interventions based on a) south ethical principles for access to communities, b) knowledge of the different theoretical models, c) clear considerations of the level of engagement, the community and the broader contextual issues in which the community functions.
  • Describe and compare the traditional pathogenic paradigm to the salutogenic perspective of human functioning, and develop a balanced perspective on mental health and a sound understanding of its implications for public health care.
  • Select specific theories from within the psychofortogenic paradigm and apply them effectively to facilitate the bio-psycho-social well-being of individuals and communities within cultural contexts.
  • Differentiate between the various types of crisis, trauma and stress situations and manifestations of symptomatology to render the most applicable service to the victims across the span of life domains, types of relationships and life settings as well as focusing on the carer/helper self.
  • Analyse case studies or examples to develop and justify suitable interventions based on theoretical evidence and communicate these in a report according to the prescribed conventions of the subject.
  • Investigate the effect of modern technologies on child and adolescent development on physical, cognitive, social and emotional levels.
  • Identify, describe and apply specific research designs in both quantitative and qualitative and mixed methods research designs as well as reporting on the project.

    Integrated Assessment:
    Formative assessment: through projects, assignments, case studies and tests during the year in the modules. In some modules, formative assessment include portfolios, practical evaluations and a research proposal.

    Summative assessment: Integrated exam (written and practical) and a research report on discrete research. 
    		•

    INTERNATIONAL COMPARABILITY 
  • Country: United Kingdom.
  • Institution: Arden University.
  • Qualification Title: Bachelor of Science Honours in Psychology.

    This qualification is comparable to the Bachelor of Science Honours in Psychology qualification offered by the above country in terms of the following:
  • Both qualifications share similar entry requirements. However, the Bachelor of Science Honours of Arden University only requires a high school diploma while the Bachelor of Health Sciences Honours in Psychology require an advance diploma. Both qualifications provide an opportunity for a Postgraduate study (Master qualification), and their curriculum is a mix of coursework and research.
  • These qualifications differ in terms of the duration of the study, which is influenced by the mode of delivery.
  • The Bachelor of Health Sciences Honours in Psychology is occurring through contact (campus) for 1-2 year part-time and full-time. The Bachelor of Science Honours in Psychology is occurring through distance (online) between 3-6 years part-time and fulltime. Interestingly though, both qualifications share similar focus with similar modules and module themes. However, teaching and learning and examples (case studies) are contextual.
  • This qualification compares favourably with the Bachelor of Science Honours in Psychology offered at the Arden University. However, this qualification is unique by its contact mode of delivery that provides for a variety of learner support approaches, and it is relevant in the South African context.
  • Country: Cyprus.
  • Institution: University of Central Lancashire (The British University of Cyprus).
  • Qualification Title: Bachelor of Science Honours in Psychology.

    This qualification is comparable to the qualification offered by the above country in terms of the following:
  • Both qualifications have a similar focus of providing theoretical and practical application of psychology to real-world problems. However, the emphasis is on the different national context.
  • Both qualifications share similar entry requirements.
  • The bachelor of science honours in psychology is for 4 years full time.
  • The Bachelor of Health Sciences Honours in Psychology is for 1-year full time. Interestingly though, they are both offered on contact (campus) mode of delivery and the curriculum of both offers a mix of coursework and research.
  • Both qualifications also share similar modules and themes and articulate to master's study in a related field. However, the Bachelor of Science Honours in Psychology includes specialised optional modules which provide learners with the opportunity to concentrate on specific areas of study within the field of Psychology.
  • This qualification compares favourably with the Bachelor of Science Honours in Psychology offered by the University of Central Lancashire (The British University of Cyprus).
  • This qualification is unique, and it is relevant in the South African and African context.
  • This qualification includes specialised modules which provide learners with the opportunity to concentrate on specific areas of study within the field of Psychology. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.

    Horizontal Articulation:
  • Bachelor of Social Science Honours in Psychology, NQF Level 8.

    Vertical Articulation:
  • Master of Health Sciences in Psychology, NQF Level 9.
    Or
  • Master of Social Science in Research Psychology, 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.
     
    1. North West University 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.