SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:

Master of Arts: Counselling Psychology

SAQA QUAL ID	QUALIFICATION TITLE
5295	Master of Arts: Counselling Psychology
ORIGINATOR
University of Port Elizabeth
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Master's Degree	Field 07 - Human and Social Studies		General Social Science
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	299	Level 8 and above	NQF Level 09	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Reregistered"		SAQA 2663/05	2006-07-01	2009-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2010-06-30		2013-06-30

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

The purposes of this qualification are:

1. to provide learners with specialised knowledge, skills, and attitudes (ethics) related to describing, assessing, understanding, explaining and developing human functioning in a multi-cultural contexts;

2. to develop the benchmarking core and derived knowledge, assessment, intervention, professional ethics, research, consulting and referral competencies to enable learners to meet the requirements of the Professional Board for Psychology of the Health Professions Council of South Africa for registration as a Counselling Psychologist;

3. to facilitate the application of the acquired specialised psychological assessment, intervention, research, referral and consulting knowledge, skills and attitudes to be able to function effectively as a Counselling Psychologist; and

4. to contribute to equity and redress in the South African society by providing skilled and culturally sensitive counselling psychologists who can effectively address the psychological health and well-being needs of all sectors of our population, especially previously disadvantaged sectors.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

For admission to the M A (CounsPsych) programme, the following requirements need to be met:

1. Assumptions of Learning in Place:

To be admitted to the M A (CounsPsych) qualification, learners must have acquired underpinning knowledge and skills related to the assessment and facilitation of human behaviors and development in the discipline and profession of psychology.

2. Prior Accredited Learning:

To be admitted to the MA (CounsPsych) qualification, learners must have a four-year BPsych degree, or an equivalent qualification.

3. Personal attributes

As the MA (CounsPsych) qualification leads to professional registration, it is not only the underpinning assumptions of learning which need to be in place that must be considered on admission, but also the personal attributes and characteristics of a learner which are linked to suitability for professional training. Learners must thus be selected into the MA (CounsPsych) programme, based on their suitability for professional training. Information regarding a candidates suitability will be gathered from a variety of sources (e.g. academic and scholastic records, portfolios, referee reports, psychometric assessment and an interview) A programme panel, which includes community representation, will then reach a decision about a candidate's suitability for professional training.

4. Recognition of Prior Learning

For admission to the programme, recognition of prior learning will be given to learners who do not have a four-year BPsych degree or an equivalent qualification but who have relevant practical or work-related experience. Such learners will need to provide evidence that they have the necessary advanced psychology knowledge and skills as well as research skills to enter masters level studies. Learners can provide this evidence by sitting for an examination compiled by the MA Psychology Programme team, which taps their psychology knowledge base, and by attending an interview with the programme team where they present and defend documented evidence related to their psychology knowledge base and intervention and assessment skills.

For recognition of prior learning in relation to the programme modules, learners must attend an interview with the programme team where they present and defend documented evidence that clearly demonstrates that they have achieved all, or some, of the outcomes of a module(s).

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

1. Specific Outcomes:

By the end of this programme, learners will be able to:

1.1 Foundational Competencies

1. Demonstrate understanding of the theoretical underpinnings of psychological and forensic assessment, as applied to individuals, groups, and communities, within a multi-cultural context.
2. Demonstrate understanding of the psychotherapeutic processes, principles, and theories underpinning individual, group, and community psychological intervention within a multi-cultural context.
3. Demonstrate knowledge of the dynamics of normal and abnormal functioning and psycho-diagnosis.
4. Demonstrate an in depth understanding of how behavioural research methods as well as data collection and analysis methods are systematically applied to generate answers to questions on human behaviour, in a scientific way.
5. Demonstrate in depth knowledge of professional ethics in psychology practice and professional interactions.
6. Demonstrate knowledge of the prevention of psychologically related illness, and demonstrate knowledge of the promotion of psychology related health and well-being.

1.2 Practical Competencies

1. Demonstrate ethically acceptable behaviour in psychological assessment, intervention, consulting and research situations.
2. Describe, explain, and predict human and group functioning by using assessment measures and theories.
3. Administer, score, interpret, and integrate a variety of psychological assessment measures in specialised assessment, forensic, and psycho-diagnostic contexts.
4. Demonstrate competence in conveying professional findings (including expert opinions) via written and verbal communication to clients, referral sources, and other professionals.
5. Demonstrate competence in a variety of psychotherapeutic interventions with children, adults and groups in a variety of contexts.
6. Demonstrate practical and advanced skills in the assessment, management, diagnosis and treatment of a variety of psychopathologies.
7. Demonstrate competence in planning, conducting, and reporting on a research study.
8. Work effectively in a multi-disciplinary team in assessment, psycho-diagnostic and therapeutic contexts.

1.3 Reflexive Competencies

1. Generate a critical evaluation of specialised psychological assessment, intervention, consulting and research practice within the multi-cultural South African context.
2. Demonstrate a critical and understanding of how the profession of psychology, and counselling psychology in the particular, synergistically interacts with related professions.
3. Identify how their cultural background and values impact on the process of specialised psychological assessment, intervention, consulting and research practice.

Critical Cross-Field Outcomes

1. Problem solving, critical and creative thinking: this outcome is embedded in all the specific programme outcomes through the process of critically evaluating theories and principles of human functioning and the advanced practice of psychological assessment, intervention, consulting and research within the multi-cultural South African context.
2. Working effectively as a member of a team: this outcome is specifically embedded in specific outcomes (P1 - P7) through providing activities where learners will have to work together in psychological assessment, psychotherapy/counselling, psycho-education, consulting and research contexts.
3. Self organisation and management: this outcome is embedded in outcomes (P1 through P7) through the process of developing professional, interpersonal, facilitative and self management skills while participating in activities related to specialised psychological assessment, intervention, consulting and research practice with diverse individuals, groups, and communities.
4. Information processing, evaluating and generation: this outcome is embedded in all diagnostic information to describe, evaluate, understand, and explain human functioning and the written, oral ad electronic presentation of the information gathered as well as the planning and implementation of appropriate intervention programmes.
5. Communicating effectively: this outcome is embedded in outcomes (P1) through to (P7) through the process of describing, evaluating, understanding, explaining and facilitating human functioning and the skills required to function effectively in a team.
6. Effective and critical use of science and technology: this outcome is embedded in all the specific programme outcomes through exposure to and the selection of appropriate methods and techniques for specialised psychological assessment, intervention, development and research within individual, group, and community contexts.
7. Demonstrate a systematic understanding of the world: this outcome is embedded in all the specific programme outcomes through the acknowledgement that human and organisational behaviour can never be studied, assessed, described, explained and developed in isolation. From a meta-perspective, this outcome is specifically embedded in specific outcome (R2) where critical reflection is used to evaluate the profession of psychology in relation to associated professions.
8. Reflecting on and exploring learning strategies: this outcome is embedded in specific outcomes (P1 to P7, R1 to R3) through activities that will require learners to reflect on how to apply their advanced understanding of human functioning to themselves and their development as well as how to incorporate this learning into their personal, professional, and career development.
9. Citizenship: this outcome is embedded in all the specific programme outcomes through activities that facilitate the advanced understanding and assessment of effective human functioning and development.
10. Cultural and aesthetic sensitivity: this outcome is embedded in all the specific programme outcomes through activities where learners will explore and identify cultural factors in understanding and facilitating human behaviour and in the advanced practice of psychological assessment, intervention, consulting, and research. From a personal perspective, in outcome (R3) learners will reflect on how their own cultural background impacts on their understanding of human and organisational functioning and their application of psychological assessment, intervention, consulting and research in practice.
11. Exploring education and career opportunities: this outcome is embedded in specific programmes outcomes P1 through to P7and R3 which introduce learners to contexts in which their specialised knowledge of human functioning and its assessment and development can be used in various work contexts or furthered in educational contexts.
12. Developing entrepreneurial opportunities: this outcome is embedded in specific programme outcomes (P1 through P7) which provides learners with the applied skills necessary to functional effectively and independently in work environments that require advanced knowledge and skills related to the assessment, development, and facilitation of human and organisational functioning.

ASSOCIATED ASSESSMENT CRITERIA

The criteria for assessing learners are based on the specific learning outcomes outlined. In order to qualify learners must be able to:

1. Demonstrate in depth knowledge of the general principles and theories underpinning the scientific study of human and systemic functioning within a multi-cultural context.

2. Demonstrate in depth knowledge of the principles and theoretical underpinnings of psychological assessment, psychotherapy / counselling, intervention and development, psychosocial well-being, psycho-pathology, and research.

3. Demonstrate appropriate written and oral communication and presentation skills.

4. Demonstrate appropriate reflection and consulting skills within group, individuals, community and systematic contexts.

5. Administer, score, interpret and report on a broad range of psychological assessment measures (including specialised measures) in an ethical and professional manner.

6. Identify and diagnose functional and dysfunctional behaviour in individuals, groups, communities and systems.

7. Conduct long-term counselling and psychotherapeutic interventions in a professional and ethically acceptable manner.

8. Design, implement, and evaluate advanced psycho-education development and intervention programmes to facilitate and promote psychosocial well-being.

9. Demonstrate appropriate skills related to when and how to refer a client to another professional.

10. Demonstrate advanced research skills related to choosing a research problem, planning a study, conducting a study of significant scope, analysing the resultant information and reporting on the study.

11. Critically evaluate advanced psychological assessment, intervention, consulting and research practice within the multi-cultural South African context.

12. Identify how their cultural background and values impact on the way in which they practice psychological assessment, intervention, consulting and research.

13. Work effectively in a team with their peers, other professionals, and a supervisor / mentor in the practice of advanced psychological assessment, intervention, consulting, and research.

Integrated Assessment

The strategies that will be used to ensure that the specific and critical cross-field outcomes are achieved and that learners are able to integrate psychological theory and practice comprise:

1. Continuous assessment of the foundational knowledge competencies through tests, assignments and examinations (oral and written in the first year of study).

2. Continuous assessment and observation of practical competencies through simulations, role plays, case studies, presentations at case conferences or during educational/training activities, and work placements (in both the first year of study and the internship).

3. The development and presentation in the second year of study of at least two significant examination case studies related to the advanced practice of psycho-diagnostics, psychological assessment and intervention containing, as a minimum:

A summary of the psychological assessment measures as well as the counselling, psychotherapeutic and psycho-educational interventions for which specific training was received and expertise was developed during the intervention or programme development.

A case file of the selected psychological assessment, intervention, and consulting activities in which the learner was engaged during a specific intervention in the practicum (work placement) in particular. Supporting evidence should be provided in the form of video-tapes of assessment and intervention sessions with the clients. Assessment protocols should also be attached as well as reports and process notes.

Critical reflections of the learner's perception of his / her psychological assessment, psycho-diagnostic, counselling and intervention knowledge, skills, strengths and limitations as well as further development goals.

4. Reports from supervisors regarding the learner's psychological assessment, psycho-diagnostic, counselling, psychotherapy, and intervention knowledge and skills, strengths and limitations.

5. A research proposal and dissertation/treatise. The proposal will be presented in writing and orally and use must be made of electronic media. The study will be written up in the form of a Masters treatise.

MODERATION OPTIONS

Moderating Body:

The Professional Board for Psychology of the Health Professions Council oversees this qualification and conducts inspections every 3 to 5 years to evaluate whether the programme offerings and outcomes meet the minimum criteria that have been set for the training of Counselling Psychologists.

Module Moderation:

The M.A. (Couns.Psych) programme team internally moderates the assessment of each of the modules in the programme. The Masters treatise is externally examined by at least one external examiner. For the final integrative assessment at the end of each programme year and at the conclusion of the internship, an external examiner from another university forms part of the assessing panel.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

The minimum criteria for assessors for the psychology modules in this programme are:

a masters degree in psychology;

registration with the Health Professions Council of South Africa as one of the above psychologists;

at least three years teaching and / or professional practice experience.

The minimum criteria for assessors for modules from other disciplines are:

a masters or doctoral degree;

relevant teaching, assessment, and research supervision experience at a master's and doctoral level.

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006.

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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