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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Psychology 
SAQA QUAL ID QUALIFICATION TITLE
61389  Bachelor of Psychology 
ORIGINATOR
Afrikaanse Protestantse Akademie (Die) NPC 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National First Degree(Min 480)  Field 07 - Human and Social Studies  General Social Science 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  480  Level 7  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2034-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:

Purpose(s) for the Individual:

The purpose of the 4-year learning programme is to offer a professional degree in Psychology that trains students in psychology as well as the understanding of the spiritual dimension of human functioning. This enables students to follow a holistic approach to mental health and the well-being of people as recommended by the South African Department of Health.

The programme offers a combination of courses focusing on the intra-psychological, interpersonal, socio-economic and spiritual aspects of human functioning, and trains students to be able to register as registered counsellors (refer to Regulation no. R1820 dated 19/03/2003) - a new registration category introduced by the Professional Board of Psychology of the Health Professions Council of South Africa (HPCSA). The reason for this new category was because of South Africa's urgent need for suitable, qualified providers of psychological services who are able to address the needs of people from various communities and ethnic backgrounds.

The purpose of the learning programme is therefore to train students to perform the acts of a registered counsellor (upon meeting the requirements of and registration with the HPCSA) as stipulated by the Health Professions Council of South Africa:
  • "Execution of more formalised, structured and short term interventions at the primary/curative/preventative level across the full scope of psychology. These interventions require the application of concrete and pre-determined decision-making rules, e.g. school, trauma, marital, pastoral, employee, career or AIDS counsellor."

    Students should, after completion of the learning programme, be able to perform the core and derived competencies required of registered counsellors which include:
  • Psychological assessment.
  • Psychological intervention.
  • Referral expertise.
  • Research.
  • Consulting skills.
  • Policy and standards implementation.
  • Project implementation and management.
  • Basic practice management.

    Purpose(s) for social and economic transformation:

    Registered counsellors can operate in both the community and social context, depending on the chosen focus area of practice. The learning programme offered by the Institute, provides for the following areas of practice, i.e. school counsellor, trauma counsellor and pastoral counsellor. Students will be trained in one of these focus areas, according to their choice. The compulsory practical work and internship will furthermore develop the necessary counselling skills in the specific focus area.

    Students trained as school counsellors will operate within the school context, and will be able to perform the following acts: assessment and primary intervention. Trauma counsellors will be able to perform assessment of trauma-related problems, debriefing and primary intervention. Pastoral counsellors will operate within the church context, and will be able to perform assessment of presenting problems, including spiritual problems, as well as primary intervention.

    This programme trains students in a holistic way to provide psychological services focused on primary intervention (prevention and promotion of health) and secondary intervention (aimed at early identification and treatment of problems).

    Furthermore, it is emphasized in the training programme that providers of psychological services should work closely together with all the role players in the field of mental health, working towards a community-based health system. Students are therefore trained to network with schools, social welfare departments, trauma clinics, churches, etc.

    This programme thus contributes to the goals of the Department of Health who postulates a holistic treatment perspective that would enable mental health care workers to gain a better understanding of the context in which the individual functions, identifying target areas and planning intervention. The Department furthermore proposes primary health care teams that include health care workers and personnel with a variety of skills.

    To achieve this end, the Institute of Christian Psychology of the APA is committed to effective and efficient training, education, research and community service which are of high quality and will produce socially useful and enriching knowledge, as well as the relevant skills and competencies necessary for social and personal growth.

    What the qualifying learner will know and be able to achieve:

    The objectives of the course in Christian Psychology are to:
  • Teach the facts, principles and technical vocabulary of psychology and to engage the students in critical thought processes.
  • Teach the technical vocabulary and principles of spiritual belief systems with specific reference to the Christian belief system and to study the role of belief systems in human functioning on an intra-psychological, interpersonal and cultural level.
  • Engage students in scientific inquiry about psychological processes including spirituality.
  • Increase students' awareness of important social processes.
  • Equip students through knowledge and experiential learning to understand and cope with their personal and professional lives.
  • To support every student in the process of self-actualization, the search for meaning in life and developing of social responsibility.

    Rationale:

    The Afrikaanse Protestantse Akademie (APA) offers this degree (B.Psych) through its Institute of Christian Psychology as a logical progression from the APA's focused Bachelor of Arts degree in Psychology and as part of its generic BA degree.

    The aim of the learning programme is therefore to train students to perform the acts of a registered counsellor (Regulation no. R1820 dated 19/12/2003) as stipulated by the Professional Board of Psychology of the Health Professions Council of South Africa - upon fulfilling the requirements of the HPCSA.

    The HPCSA states the role of the registered counsellor to be:
  • "Execution of more formalised, structured and short term interventions at the primary/curative/preventative level across the full scope of psychology. These interventions require the application of concrete and pre-determined decision-making rules, e.g. school, trauma, marital, pastoral, employee, career or AIDS counsellor."

    How the qualification meets the specific needs of the sector for which it is generated:

    The professional qualification meets the specific needs of the sector for which it is generated because it was developed according to the guidelines of the Board of psychology of the HPCSA for the Bachelor of Psychology qualification and was submitted to the HPCSA for approval and received approval provided the programme is registered by the DOE (Letter from HPCSA attached).

    Range of typical learners and the occupations, jobs or areas of activity in which the qualifying learners will operate.

    Typical learners will have matriculated with university exemption (as a minimum prerequisite) and desire to become registered counsellors by the HPCSA.

    The occupations after fulfilling the other (outside of the B.Psych) registration requirements of the HPCSA will be that of a registered counsellor. This might be in private practise, health settings or business and industry. The counsellor in private practise conducts individual or group counselling including family counselling, trauma counselling, career guidance, crisis counselling, skills training and psycho-education workshops. Counsellors in health settings such as community clinics or hospitals are involved in primary prevention and forms part of a multi-disciplinary team of psychiatrists, psychologists and social workers. Counsellors in industrial settings can become involved in employee assistant programmes including stress management, life-skills training and health promotion programmes.

    Learning pathway:

    Learners will have matriculated with university exemption (as a minimum prerequisite) or at RPL at that level. It is a National Professional First Degree. It is a four year qualification which includes a 6 month internship (practicum). After obtaining the B.Psych, the student may do a Master's degree at NQF Level 8 in the relevant registration category including clinical, counselling, educational, industrial and research psychology. After completion of a Master's degree the student may complete a doctorate in Psychology at NQF Level 8 +.

    How the Qualification is a planned combination of learning outcomes which have a defined purpose and will provide qualifying learners with applied competence and a basis of further learning:

    As the B.Psych is a professional first degree which includes a practicum, it provides qualifying learners with applied competence to be registered counsellors (after passing the additional requirements of the HPCSA). It also provides a basis for further learning as explained in 4.3 above.

    Evidence as to how the B.Psych will provide benefits to society and the economy:

    The central rationale of the B.Psych programme is to benefit the larger community by providing the community with emotional, psychological and spiritual support networks and services in the form of registered counsellors.

    The B.Psych degree and the profession of registered counsellor provides a new mid-level of professional counselling expertise which should make professional counselling services available and accessible to a large number of people in the South African context.

    The economy will benefit in two ways:

    Firstly, because an entire new range of professionals will enter the market, thereby creating a entire new range of jobs.

    Secondly, the range of emotional, psychological and spiritual support networks and services provided in the form of registered counsellors will benefit the economy by preventing the development of psychopathology (primary level of intervention), thus preventing absenteeism of work and loss of productivity; early identification of symptoms and the provision of brief formalized treatment should enable clients to be more productive or return to their jobs sooner after treatment; referral to appropriate experts that can aid in successful treatment of clients should also enable clients to be productive and show less absenteeism from work.

    How the B.Psych qualification will help achieve the objectives of the NQF:

    The objectives of the National Qualifications Framework are to:
  • Create an integrated national framework for learning achievements.
  • Facilitate access to, and mobility and progression within education, training and career paths.
  • Enhance the quality of education and training.
  • Accelerate the redress of past unfair discrimination in education, training and employment opportunities; and thereby.
  • Contribute to the full personal development of each learner and the social and economic development of the nation at large.

    The B.Psych qualification forms part of the integrated national framework of qualifications in the NQF. The B.Psych facilitates access to the profession of a registered counsellor and provides an entry into the education and training for the first level of profession in psychology as well as mobility and progression to the higher professional level of registered psychologist. As a relatively new professional qualification it enhances the quality of education and training. The B.Psych accelerates the redress of past unfair discrimination in education, training and employment opportunities by providing a lower entry level in the counselling and psychology profession enabling quicker access to the previously disadvantaged while providing a solid practical and academic training base for advancement to the profession of registered psychologist. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Matriculation certificate with university entrance and at least an E symbol in one language; or the student complies with B1 or B2 as discussed in "Access to the qualification".

    To enrol for this qualification, potential learners need to demonstrate the following competencies:
  • Work and study independently.
  • Reflect on their own learning practice.
  • Competence in the language(s) of instruction of the provider.
  • Communicate verbally and in written format, using a relevant style/register.

    Recognition of Prior Learning:

    Prospective students who do not meet the general admission criteria (successful completion of Gr 12) for undergraduate studies at the Institute, may apply for recognition of prior learning (RPL) and admission on the basis thereof. Prior learning can include prior qualifications, other prior formal, informal and non-formal learning, as well as relevant work experience. If admission is granted, students must undertake to comply with all the conditions that may be set (e.g. reading, oral examination) with the view of promoting successful studies.

    Exemption will be issued to a person who complies with certain conditions or is in the possession of:
  • A senior certificate or another comparable qualification that has been approved by the Matriculation Board of the Committee of University Principles.
  • A diploma that has been approved by the Matriculation Board of the Committee of University Principles with a minimum duration of three years obtained at South African universities.
  • Conditional exemption may be granted to an applicant on the grounds of a certificate from a foreign country if the certificate allows him/her unconditional entrance to an approved university in the country of origin.
  • A student who has passed courses at another university may be granted exemption from these courses to a maximum of half the number of courses required for the particular degree (the major subjects of the particular degree have to be completed through the Institute and the final year exams have to be passed), if the courses passed are acceptable as part of the curriculum.
  • Courses passed at another university/institution that are not offered by the Institute, may be recognized by the Institute for credit purposes - application for recognition of such courses are dealt with on an ad hoc basis by the head of the Institute.

    In all of the above cases, the Institute holds the right to cancel the admission of a student if he/she should be found to have gained admission unfairly or with false documentation.

    Access to the Qualification:

    The Bachelor of Psychology qualification is a national professional first degree in the field of psychology that leads to registration as a registered counsellor (Regulation no. R1820 dated 19/12/2003) as stipulated by the Professional Board of Psychology of the Health Professions Council of South Africa - upon fulfilling the requirements of the HPCSA.

    The only restriction applicable to learners is the normal matriculation exemption requirements as stipulated by CHE. This is justified to ensure that learners have certain basic competencies to do undergraduate studies.

    This qualification opens the access and removes restrictions to learners wanting to follow a professional career in psychology. Previously access to professional qualifications for registered psychologists was only through a strict qualification process to do an M degree after completing a B and a Honours degree in psychology.

    The registration category of registered counsellor (in addition to the previous registered psychologist only category) and its associated Bachelor of Psychology degree open up the access to learners to a professional qualification and career in psychology (Comments exclude the category of psychometrists which has now been included with the registered counsellor category by the HPCSA).

    Although the guidelines indicate that this section must not give the conditions providers apply to learners to access the programme this sounds like a contradiction and are therefore given for completeness sake.

    Conditions that the provider apply to learners to access the programme:

    To be allowed entrance to the Bachelor in Psychology degree, a student must comply with the following requirements:
  • The student has successfully completed Gr 12 with university entrance and at least an E symbol in one language.
  • The student complies with B1 or B2 as discussed below.

    B1) Matriculation exemption on the grounds of advanced age:

    Applicants who are not in possession of a matric certificate, may apply for (conditional) exemption on the grounds of mature age. This only applies as from the age of 23 (the year the prospective student turns 23).

    B2) Exemption on the grounds of prior learning:

    Prospective students who do not meet the general admission criteria (successful completion of Gr 12) for undergraduate studies at the Institute, may apply for recognition of prior learning (RPL) and admission on the basis thereof. Prior learning can include prior qualifications, other prior formal, informal and non-formal learning, as well as relevant work experience. If admission is granted, students must undertake to comply with all the conditions that may be set (e.g. reading, oral examination) with the view of promoting successful studies.

    Exemption will be issued to a person who complies with certain conditions or is in the possession of:
  • A senior certificate or another comparable qualification that has been approved by the Matriculation Board of the Committee of University Principals.
  • A diploma that has been approved by the Matriculation Board of the Committee of University Principals with a minimum duration of three years obtained at South African universities.
  • Conditional exemption may be granted to an applicant on the grounds of a certificate from a foreign country if the certificate allows him/her unconditional entrance to an approved university in the country of origin.
  • A student who has passed courses at another university may be granted exemption from these courses to a maximum of half the number of courses required for the particular degree (the major subjects of the particular degree have to be completed through the Institute and the final year exams have to be passed), if the courses passed are acceptable as part of the curriculum.
  • Courses passed at another university/institution that are not offered by the Institute, may be recognized by the Institute for credit purposes - application for recognition of such courses are dealt with on an ad hoc basis by the head of the Institute.

    In all of the above cases, the Institute holds the right to cancel the admission of a student if he/she should be found to have gained admission unfairly or with false documentation. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    First Year; Credits:
  • Christian Psychology I; 60 Credits.
  • Second major subject I; 30 Credits.
  • Second year level subject I; 30 Credits.
  • English I; 20 Credits.
  • Christian Ethics; 20 Credits.

    Total: 160 Credits.

    Second Year; Credits:
  • Christian Psychology II; 60 Credits.
  • Second major subject II; 40 Credits.
  • Second year level subject II; 40 Credits.

    Total: 140 Credits.

    Third Year; Credits:
  • Christian Psychology III; 60 Credits.
  • Second major subject III; 60 Credits.
  • Statistical methods; 10 Credits.

    Total: 130 Credits.

    Fourth Year; Credits:
  • Structured Counselling; 25 Credits.
  • Psychological assessment; 20 Credits.
  • Psychopathology; 15 Credits.
  • Trauma counselling; 10 Credits.
  • Research psychology; 25 Credits.
  • Psychology of religion; 10 Credits.
  • Neuro/Community psychology; 15 Credits.
  • Practice management; 10 Credits.
  • Practical work; 20 Credits.

    Total: 150 Credits.

    The total credits for this programme are 580: NQF Level 7.
    (See note about credits under Section 1 Title of this submission)

    Six months internship forms part of the qualification.

    Learning Components:

    Fundamentals:

    Number Of Credits Allocated; NQF Level:
  • 50 Credits; NQF Level 5.
  • 20 Credits; NQF Level 6.
  • 10 Credits; NQF Level 7.

    Core:

    Number Of Credits Allocated; NQF Level:
  • 50 Credits; NQF Level 5.
  • 110 Credits; NQF Level 6.
  • 125 Credits; NQF Level 7.

    Electives:

    Number Of Credits Allocated; NQF Level:
  • 60 Credits; NQF Level 5.
  • 140 Credits; NQF Level 6.
  • 15 Credits; NQF Level 7. 
    		•

    EXIT LEVEL OUTCOMES 
    Specifically related to the professional qualification:

    1. Assess an individual's psychological functions including intellectual, aptitude, interest, personality, family relations and spiritual well-being.
    2. Administer, score, interpret and compile results in a written report of different psychological tests.
    3. Identify symptoms of pathology.
    4. Provide basic, short psychological interventions.
    5. Provide short term counselling to clients in crisis, traumatised adults or children, people nearing retirement, patients suffering from HIV/Aids and others.
    6. Form support groups.
    7. Present psycho-education programmes in schools aiming at the prevention of drug abuse or present a life-skills programme in a church to teach people communication skills or budgeting skills etc.
    8. Implement life-skills programmes or psycho-education programmes.
    9. Assist employees in the work place.
    10. Present workshops in the community.
    11. Conduct research of limited scope.
    12. Refer to other qualified professionals in the primary health care system.
    13. Register, build and manage a private practice.
    14. Master the facts, principles and technical vocabulary of psychology.
    15. Master the technical vocabulary and principles of spiritual belief systems and understand the role of belief systems in human functioning.
    16. Engage in scientific inquiry about psychological processes including spirituality.
    17. Demonstrate a thorough critical and integrated understanding of the major theories of, debates and research on, human development, particularly within the South African context.
    18. Demonstrate a thorough critical and integrated understanding of the major theories of and research on child, adolescent and adult psychopathologies.
    19. Demonstrate a thorough critical and integrated understanding of the major theories of and research on personality and personality development.
    20. Demonstrate a thorough critical and integrated understanding of the philosophy, principles and methods of social research.
    21. Demonstrate a thorough critical and integrated understanding of the theories and principles of social and community psychology in relation to typical social problems such as crime, violence, divorce etc.
    22. Demonstrate the following core values: a belief in and respect for all human life; a belief in and respect for basic human rights of self and others, a belief in and commitment to the assisting in optimal development and functioning of all South Africans.
    23. Demonstrate the following competencies: effective communication (orally and in writing); critical thought and problem solving skills; the collection, organization, analysing and critical evaluation of information; effective dealings with others in the field, as well as other areas of practice; being of service to the community; entrepreneurship; accountable and responsible activities in the field of applied psychology; cultural social sensitivity.
    24. Demonstrate the recognition of the need for continued self development and learning as specified by the Professional Board for Psychology.

    Critical Cross Fields Outcomes:

    ELOs and associated AC's specifically related to SAQA's critical outcomes for qualifications as applied to this qualification:
  • Applying critical thinking to identify and solve problems:
    > Learners can identify, analyse and understand psychological problems.
    > Learners can address identified psychological problems on different levels using different interventions.
  • Working effectively with others as a member of a team, group, organisation, community:
    > Learners will be required and assessed on their effectiveness to work in teams on projects such as a research project or the development of psycho-education programmes.
    > Learners will also be required and assessed on their ability to implement programmes which will provide the opportunity to work effectively with others and in organisations.
  • Communicating effectively:
    > Communication skills will be assessed in interviewing, counselling, report writing skills and group work.
  • Collecting, analysing organising and interpreting information:
    > Learners will be required to carry out a research project that will train them to gather, to analyse, organise and to interpret information.
  • Personal developing of the learners including their personal and professional lives:
    > Learners will be assessed on improvement in their self-awareness, self-understanding as well as cultural sensitivity which contribute to personal development.
    > Learners will be assessed on their ability to operated a private practice or be in public employment.
  • Using a systemic and holistic approach:
    > The ability to understand and interpret our existence within multiple systems as well as the systemic understanding of psychological problems and a holistic approach to the solving of problems will be assessed.
  • Using science and technology:
    > The effective use of computers, computer statistical programmes and the internet will be demonstrated and discussed.

    Community agencies (police departments, community mental health facilities, half-way houses, etc.) need people who have had some training in psychology to work as staff or assistants. Employment is also available within psychiatric divisions of general hospitals or in mental health institutions.

    Therefore critical cross-filed outcomes are developed in the following sectors (fields) of society:
  • Health.
  • Nursing.
  • Physical or occupational therapy.
  • Social services.
  • Civic society.
  • Policing and community safety.
  • Correctional services and restoration.
  • Business Administration.
  • Missions, the church and other ministries.
  • Education - both as support or as additional learning. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Assessment Criteria Exit Level Outcome 1:
  • Psychological functions of the individual can be accurately assessed using a variety of tools of the discipline.

    Assessment Criteria Exit Level Outcome 2:
  • Different psychological tests can be accurately administered, scored, interpreted and results compiled in a written report.

    Assessment Criteria Exit Level Outcome 3:
  • Symptoms of different pathologies can be accurately identified through the use of questions and case studies.
  • Structured interviews can be used to identify symptoms.
  • Clinical interviews can be used to identify symptoms.
  • Psychological tests can be used to identify symptoms.

    Assessment Criteria Exit Level Outcome 4:
  • Basic and short psychological interventions can be efectively provided in case studies and live cases.

    Assessment Criteria Exit Level Outcome 5:
  • Short term counselling can be effectively provided for clients in crisis, traumatised adults or children, people nearing retirement, patients suffering from HIV/Aids and others.

    Assessment Criteria Exit Level Outcome 6:
  • Support groups can be effectively formed for a variety of categories of people in need.
  • Support groups formed in a number of communities.

    Assessment Criteria Exit Level Outcome 7:
  • Psycho-education programmes presented effectively at schools.
  • Life-skills programmes presented effectively in a congregation.

    Assessment Criteria Exit Level Outcome 8:
  • Life-skills programmes implemented effectively.
  • Psycho-education programmes implemented effectively.

    Assessment Criteria Exit Level Outcome 9:
  • Stress management, conflict resolution and communication skills relating to the work place to improve the psychological well-being of employees are taught effectively.

    Assessment Criteria Exit Level Outcome 10:
  • Different topics e.g. awareness of a healthy lifestyle, the understanding of different cultural groups, safety in homes with small children etc. are effectively addressed by means of workshops in communities.

    Assessment Criteria Exit Level Outcome 11:
  • A research proposal should be written and a research project of limited scope designed and executed.

    Assessment Criteria Exit Level Outcome 12:
  • The ability to refer clients to an equivalent professional peer within the primary health-care system (including psychologists, psychiatrists, social workers, counsellors) will be assessed via exam, case and live studies.

    Assessment Criteria Exit Level Outcome 13:
  • Learners are able to apply predetermined policies and standards of a private practice applicable to their field.

    Assessment Criteria Exit Level Outcome 14:
  • The learner's mastery of the facts, principles and technical vocabulary of psychology will be assessed.

    Assessment Criteria Exit Level Outcome 15:
  • The learner's proficiency in the technical vocabulary and principles of spiritual belief systems will be assessed.
  • The learner's understand the role of belief systems in human functioning.

    Assessment Criteria Exit Level Outcome 16:
  • Through research projects and assignments assess scientific inquiry proficiency in psychological and spiritual processes.

    Assessment Criteria Exit Level Outcome 17:
  • A thorough critical and integrated understanding of the major theories of, debates and research on, human development, particularly within the South African context will be assessed.

    Assessment Criteria Exit Level Outcome 18:
  • A thorough critical and integrated understanding of the major theories of and research on child, adolescent and adult psychopathologies will be assessed.

    Assessment Criteria Exit Level Outcome 19:
  • A thorough critical and integrated understanding of the major theories of and research on personality and personality development will be assessed.

    Assessment Criteria Exit Level Outcome 20:
  • A thorough critical and integrated understanding of the philosophy, principles and methods of social research will be assessed.

    Assessment Criteria Exit Level Outcome 21:
  • The thorough critical and integrated understanding of social and community psychology in relation to typical social problems such as crime, violence and divorce, etc will be assessed.

    Assessment Criteria Exit Level Outcome 22:
  • A belief in and respect for all human life.
  • A belief in and respect for basic human rights of self and others.
  • A belief in and commitment to the assisting in optimal development and functioning of all South Africans, will be assessed.

    Assessment Criteria Exit Level Outcome 23:
  • Effective communication (orally and in writing); critical thought and problem solving skills; the collection, organization, analysing and critical evaluation of information; effective dealings with others in the field, as well as other areas of practice; being of service to the community; entrepreneurship; accountable and responsible activities in the field of applied psychology; cultural social sensitivity will be assessed using a variety of assessment methods.

    Assessment Criteria Exit Level Outcome 24:
  • Demonstrate the ability to act professionally and ethically, and to perform psychological acts only within the allowed area of practice.

    Integrated Assessment:

    Formative and summative assessment methods will be used, in the format of written assignments and exams, supervision of practical work, presentation of case studies, recorded interviews/sessions with clients by students, role play and class exercises.

    This will include the evaluation of the student's ability to:
  • Identify and solve problems appropriately in the field of psychology by applying relevant theoretical principles.
  • Communicate effectively (orally or in writing) with other professionals in the field of health using the facts, principles and technical vocabulary of psychology, as well as the technical vocabulary and principles of spiritual belief systems.
  • Engage in critical thought processes.
  • Engage in scientific inquiry about psychological processes including spirituality.
  • Understand and cope with their own personal and professional lives - to follow a process of self-actualization, search for meaning in life.
  • Accept and develop social responsibilities.
  • Understand the major theories of, debates and research on, human development, particularly within the South African context.
  • Understand the major theories of and research on child, adolescent and adult psychopathologies.
  • Understand the major theories of and research on personality and personality development.
  • Understand the Christian belief system and an evaluation of all major biopsychosocial/spiritual theories on human development, psychopathology and personality.
  • Understand the theories and methods of psychotherapeutic interventions, including spiritual interventions.
  • Understand the philosophy, principles and methods of social research.
  • Understand the theories and principles of social and community psychology in relation to typical social problems such as crime, violence, divorce etc.
  • Conduct basic psychological assessment and provide feedback via a psychological report.
  • Conduct basic, short-term psychological interventions.
  • Refer clients to an equivalent professional peer within the primary health-care system (including psychologists, psychiatrists, social workers, counsellors).
  • Conduct a research project of limited scope, implement the research findings and provide feedback in the form of a research report.
  • Manage a practice in a responsible manner and in line with the stipulated requirements of the Professional Board of Psychology.
  • Be of service to the community.
  • Engage in entrepreneurial activities.
  • Be accountable and responsible in all activities in the field of applied psychology.
  • Be culturally sensitive.
  • Competently use computers and information infrastructures for accessing, processing and managing information.
  • Recognise the need for continued self development and learning as specified by the Professional Board of Psychology.
  • Act professionally and ethically, and to perform psychological acts only within the allowed area of practice.

    Experiential learning is included in the curriculum and form part of assignments and exams (assessment procedures). These are evaluated by the head of the Institute, as well as the APA.

    Examples:

    Christian Psychology I assignment 3 (for example):
  • "Discuss the different contexts of development based on the case study".

    Christian Psychology II assignment 3 (for example):
  • "Interview a trauma victim".
  • Communication II assignment 1 (for example).
  • "Discuss communication channels in the family of origin".

    Videos, role play, field trips and discussion groups are used during classes.

    For example:

    For the Christian Psychology II traumatology module, the lecturer showed examples of trauma in the form of videos ('Sleepers' and 'Prince of Tides'). Students were asked to watch the videos and then answer certain questions. A debriefing session then followed between the lecturer and one of the students.

    Students were also asked to complete the 16 Personality Factor Questionnaire (16 PF) as an example of the self-report research method in Christian Psychology I.

    The module on personality theories in Christian Psychology II included discussing the Thematic Apperception Test as well as the Rorschach ink blot test.

    For Christian Psychology III, the students had to complete the Burnout Inventory as part of the traumatology II module on self assessment of trauma. Case studies are continually used in assignments, exams and as practical examples during lectures. 
    		•

    INTERNATIONAL COMPARABILITY 
    The proposed B Psych learning programme focuses on the integration of the Christian belief system and psychology starting in the first year of study with the explanations of terminology. The psychology of religion is taught as a third year second semester subject by the Institute of Christian Psychology to broaden the students' knowledge of the role of religion in the general functioning of a person. Internationally, one of the focus areas in psychology is the spiritual dimension and the influence thereof on the human psyche. The basic need of all humans for inclusion of spiritual needs in therapy (the needs were displayed by both clients and psychologists) has been recognized.

    The focus of the international comparability was both the in the field of psychology at the level of this proposed qualification and in the application of a belief system to this field. Specific attention was given to find compare with professional qualification under the Bachelor of Psychology name vs general degrees that has a psychology major, which is a key stumbling block in making successful comparisons.

    International Comparability (outside Africa):

    As part of the development and comparison of the programme with others, several discussions were conducted with international professionals in the field of mental health.

    USA:

    In 2004 Dr Joubert visited Fuller Theological Seminary and Wheaton College in the USA with the aim to discuss the proposed B Psych degree and to request an evaluation of the programme.

    These two institutions were visited because they follow in integration approach to psychology and have been offering courses in psychology including the Christian perspective for the last 20-35 years.

    Regent University and Colorado Christian University were also used in the comparison.

    Wheaton College:

    Wheaton College is a Christian based university offering undergraduate and post-graduate programmes in various subjects including psychology. Wheaton College psychology programmes are "designed to familiarize students in the traditional theoretical, empirical, and applied areas of psychology and clinical psychology, how to conduct psychological research, and how to evaluate the important theories and presuppositions in psychology from a Christian perspective". This approach compares well with the approach taken by the Institute of Christian Psychology in the proposed qualification.

    The integration approach is taught on an undergraduate and graduate level.

    Undergraduate students majoring in psychology have a choice between majoring in developmental psychology, social psychology, clinical or counseling psychology and neuroscience. Depending on the choice of the major the combination of psychology subjects differ. All the tracks include introductory psychology, experimental psychology and statistics.

    This approach differs from the B Psych programme in terms of the possible choices given to students but compare well in terms of the content cover over the total learning period. Students at Wheaton College that are choosing the clinical or counseling psychology track also have to do practical work and an internship. This compares well with the practical component of the B Psych programme and the required 6 months internship. The 6 months internship accumulates more hours of practical work in comparison with the degree at Wheaton College.

    Fuller Theological Seminary:

    Fuller's School of Psychology integrates the Christian faith with today's mental health services. Fuller's School of Psychology is the first professional school of its type in the United States of America. It has the oldest seminary-based Clinical Psychology Department and was the first clinical program outside a university to receive American Psychological Association (APA) accreditation (% December, 1972). The School of Psychology was expanded to include the Marriage and Family Therapy Department in 1987.

    The Fuller School of Psychology, in "embracing the broader mission of the Christian church to minister to the spiritual, moral, emotional, relational, and health needs of people throughout the world, seeks to prepare men and women as distinctive scholars and practitioners whose scientific and therapeutic endeavors are formed by a deep understanding of both the human sciences and the Christian faith".

    The mission and goals of Fuller School of Psychology compare well with the mission and goals of the Institute of Christian Psychology.

    Fuller doesn't offer a undergraduate programme but a graduate programme in clinical psychology or marriage and family therapy. It is therefore not possible to compare the standard of the graduate programme of the Institute of Christian Psychology with Fuller's programme.

    Prof. dr. Archibald Hart, emiritis dean of the department of psychology was requested to evaluate to B Psych programme. His evaluation report is very positive and is included (Attached as Annexure A).

    Goals of the Fuller School of Psychology:

    The primary goals of the School of Psychology are:
  • To train qualified Christian persons to function as competent practitioners in the field of mental health.
  • To foster the formation of a theological understanding of the human condition and to provide an educational environment for the study of the integration of the human sciences and the Christian faith.
  • To provide opportunities for faculty and students to engage in scholarship and research into the biopsychosocial and spiritual bases of human behavior and to apply this research and scholarship wherever they may serve.
  • To strengthen marriage and family life by researching and developing strategies for family life education, and the treatment and prevention of marital and family dysfunction, at a time when the erosion of these components of society is of great concern to the church and community at large.
  • To assist the seminary in fulfilling its mission to the church throughout the world by seeking to supplement the theological education of all its students and graduates and other Christian leaders with appropriate psychological, sociological, and educational knowledge that can alleviate human suffering and build healthier families, churches, and communities.
  • To offer continuing and extended education to professionals in various health fields that will aid in improving the spiritual, moral, and mental health of society.

    These goals compares well with the goals stated in this qualification.

    Regent University:

    Regent University offers a three year undergraduate B S degree in Psychology that includes in depth insights into God's perspective of the human condition.

    Regent University holds the belief that God is at the heart of understanding the human mind. This approach compares well with the approach of the Institute of Christian Psychology.

    The B S degree programme of Regent University doesn't only look at behaviours and attitudes but examine underlying motivations and rationales. Everything is taught from a Christian worldview. In essence Regent considers not only the mental, physical and emotional nature of people, but their spiritual needs as well.

    This program with psychology as major can be completed entirely online, at the convenience of the student.

    The content of the course include amongst the psychology courses and other subjects, English composition, Ethics and statistics. This compares with the compulsory courses English 1, Christian Ethics 1 and Statistics included in the B Psych learning programme.

    Colorado Christian University:

    The degree structure of this university is similar to most secular universities in the USA due to the American requirements for professionals in the field of psychology (refer APA).

    They have a undergraduate degree with psychology as a major and the a Master of Arts degree (in counseling) which is a professional degree, leading to a Ph.D degree which is required for professional registration.

    At the masters level the subject comparison with our four year professional degree is excellent.

    Specifically at this university the integrative Christian approach also compares well.

    UK:

    Heythrop College in London:

    Dr Joubert met with Dr Catherine Cowley in 2002 to discuss this programme. Dr Cowley, from the Department of Philosophy of Religion from Heythrop College in London, is a specialist in the field of Psychology of Religion and editor of the scientific journal, Journal for the scientific study of religion. It was determined that Dr Cowley's course on Psychology of religion differs from the integration approach followed by the Institute of Christian psychology in terms of content and level of studies. Psychology of religion refers to the influence of any religion on the psychological functioning of the person and doesn't focus at all on the integration of one specific religion e.g. the Christian belief system and psychology. This course is furthermore taught at a post-graduate level only and not on an undergraduate level.

    University of Cambridge's Centre for Advanced Religious and Theological studies:

    During attending the NECIP (Network of Christians in Psychology) conference at the University of Cambridge in 2002, Dr Joubert also met with Dr Fraser Watts from the University of Cambridge's Centre for Advanced Religious and Theological studies, and Dr Sara Savage - a social psychologist and lecturer in psychology in the Cambridge Federation of Theological Colleges, in order to discuss the development of the B Psych learning programme including the Christian perspective on psychology. Various aspects relating to the content of the course have been discussed i.e. the study of religious behaviour, as well as the value and role of religion in psychological and general well-being.

    International Comparability (inside Africa):

    The result of research of between May 2006 and June 2007 with universities in other countries in Africa and specifically the SADC countries (following a specific SAQA request) yielded the following results:

    Uganda:

    Makerere University of Uganda:

    Presents a Bachelor in Community Psychology - 4 years.
    (No subject comparison was possible).

    Uganda Christian University:

    Private Higher Education Institution:

    This institution presents a comparable professional degree on Masters level (comprising 2 years after a BA honours degree with psychology as major). Al though the degree is at masters level the professional degree psychology subjects compare well.

    Furthermore the comparison on the theological subjects and integration between psychology and theology is also good.

    Degrees presented:
  • Master of Counseling Psychology.
  • Master of Educational Psychology.
    This is the best comparable degree as a whole in Africa from a professional theological-psychological point of view.

    Kenya:

    Kenyatta University of Kenya:

    School of Humanities and Social Sciences:

    The following comparable professional degrees are presented (but not from a pastoral point of view):
  • Bachelor of Arts (Psychology) - 4 years.
  • Bachelor of Arts (Counselling) - 4 years.
  • Bachelor of Education (Counselling) - 4 years.
  • Bachelor of Science (Counselling) - 4 years.

    Subject comparison is good. This is the best comparison from a professional degree point of view.

    University of Nairobi:

    The Department of Psychology in the Faculty of Arts presents a 4 year degree:
  • Bachelor of Psychology (Counselling).

    The subject comparison seems to be not at the level of our qualification.

    Africa Nazarene University (Kenya):

    This university was chosen for comparison due to its Christian character but does not offer psychology as a subject or as professional degree.

    Daystar University (Kenya):

    This university has a comparable Judeo-Christian integrative philosophy as university and in their approach to psychology. The university offers a three year BA (Psychology) degree which is comparable to our qualification up to third year level.

    Tanzania:

    University of Dar es Salaam:

    This university has no specific psychology degree.

    University of Ghana:

    The Department of Psychology has subjects up the 4th year level which are comparable to our qualifications subjects, but it seems if the subject only serve as a major in a generic degree and not as a professional qualification.

    Nigeria:

    University of Nigeria Nsukka:

    Psychology falls under the Department of Social Sciences which offers a B.Sc degree where psychology can be taken as a major.

    No subject comparison possible.

    University of Abuja:

    No department of psychology at present. The Faculty of Social Sciences plans to start such department in future.

    Lagos State University:

    No information about psychology majors or degrees could be obtained.

    Botswana:

    University of Botswana:

    Presents a professional Bachelor of Psychology degree (4 years) since January 2004.

    Subject comparison not possible, but from description this degree seems comparable to our qualification.

    Zimbabwe:

    University of Zimbabwe:

    No information about comparable professional psychology degrees could be obtained in the search period.

    Swaziland:

    University of Swaziland:

    This university seems not to be presenting any degree in psychology.

    Malawi:

    University of Malawi:

    The Department of Psychology presents subjects up to 4th year level which seems to be part of a generic degree and not a professional degree. The subjects seem limited in scope.

    Lesotho:

    National University of Lesotho:

    No psychology department or degree.

    International Qualifications Framework Search Results:

    The UK, Scottish and European National Qualification Framework searches rendered no results on a Bachelor of Psychology degree because the Frameworks are still being put together or could not be searched. Please note that only internet based searches were used and no direct communication with requests for information.

    The New Zealand Qualification Framework search rendered no results on a Bachelor of Psychology degree or any psychology degree.

    International Comparability Conclusion:

    In conclusion it is clear that the qualification presented compares well with and was evaluated positively on all three levels of comparison by universities in the USA. The USA is acknowledged world wide as the leaders in the field of psychology, evidenced by the volume of research, articles and books originating from that country.

    The comparison was done on three higher levels, i.e:
  • On the psychological subject matter.
  • On the psychological subject matter pertaining to a professional degree in psychology.
  • On the integration of psychology with the Christian faith.

    And also where possible on a subject by subject level.

    In the UK comparisons, the integration of the Christian faith with psychology was not on the same level as in our qualification.

    The 15 African (including SADCC) comparisons showed excellent comparable results at two universities (Kenyatta University of Kenya, Uganda Christian University). At many universities psychology is not presented or not presented as a separate or professional degree. In many cases any or detailed information could not be obtained after a 12 month search period.

    Comparative results obtained from a search of other National Qualification Frameworks were disappointing, probably because only internet searches were used during the search period. In some countries the NQFs seem to still be in development stage.

    It is concluded that the qualification presented compares well with the best of the world (in USA), that there are some excellent African comparisons and that there seems to be a need for this type of qualification in Africa (deduced from the fact that many universities do not present similar professional degrees). 
    		•

    ARTICULATION OPTIONS 
    Access to qualifications on a lower level.
  • Articulation is possible with related certificate, diploma and degree qualifications. Refer to section 14. Recognition of prior learning for students who wish to enrol with the ICP.

    Access to qualifications on the same level.
  • Students who are (or have been) registered for this (or a related) qualification at another higher education institution will be allowed, with the permission of the Head of the ICP, to enter midstream, given that the rules of access have been complied with. Such students will therefore be credited for prior learning.
  • Students who have successfully completed the first three years of the degree with the ICP and a) do not wish to continue with further studies or b) have not obtained a minimum of 60% for major subjects on third year level, will exit with the Baccalaureus Artium qualification.

    Access to qualifications on a higher level:
  • Having obtained this qualification, the following possibilities for further study in higher education programmes exist (at various other institutions):
    > Master's degree in clinical, counselling, research or industrial psychology.
    > D Psych.
    > MA Psychology (Dissertation-based). 
    		•

    MODERATION OPTIONS 
    The quality and integrity of learner assessment procedures are maintained by making use of assessors, co-examiners, as well as external examiners.

    Co-examiners:

    All lecturers have been assigned co-examiners (fellow members of the academic staff of the Institute). Co-examiners assist in the compiling of exam papers to ensure the standard, applicability and validity of papers. They also randomly check marked exam papers. If any discrepancies are found, these are discussed with the lecturer and the head of the Institute. Together, they determine the most appropriate mark.

    External examiners:

    The Institute furthermore makes use of external examiners: Prof Mar, Mr Dave Wilkinson and Dr Chris Venter (for subjects from 3rd year level up). External examiners are appointed based on the following criteria:
  • Their qualifications (at least a Master's degree in the related field of study).
  • Their educational experience (through on the job training/a mentoring process/qualifying as an education and training practitioner).
  • Their practical experience (at least 2 years of job related or learning area experience).

    External examiners will be consulted in a border case. The external examiner, the co-examiner, the lecturer (examiner), as well as the head of the Institute will then together look at and discuss the exam answer sheet and determine the most appropriate mark. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    The APA (Die Afrikaanse Protestantse Akademie) has been appointed as the Institute's assessor. All study material, assignments and exam papers are presented to the APA for evaluation. Upon their approval, the material is used and applied.

    The assessor is appointed to evaluate:
  • The content of the course with regards to standard and validity.
  • The assignments with regards to standard, applicability, representivity and validity.
  • The exam papers with regards to quality, applicability, representivity and validity. 
    		•

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2009; 2012; 2015. 

    NOTES 
    Language of the Qualification:

    The languages of instruction at the Institute of Christian Psychology will be English and Afrikaans. The Institute is of the opinion that English will enable more people in South Africa to enrol and therefore discrimination on the basis of language is prevented.

    All study material, text books and any additional sources will be available in English. Lectures will be presented in English. All assignments and examination papers will be set in English.

    Afrikaans-speaking students are at liberty to write and submit assignments and examination papers in Afrikaans. As the lecturers of the Institute are all bilingual (English and Afrikaans), this is a viable option.

    As some of the students who enrol with the Institute are from previously disadvantaged communities with English not being their mother tongue, it may lead to impairment in academic expression. The Institute has therefore developed and is presenting a first year course (Practical English I) as a compulsory subject with the aim of enhancing the students' English language skills, specifically with regard to critical reading and writing skills, as well as academic and reference style skills.

    As the Institute's objective is to ensure the highest possible standard of education and therefore producing high standard professionals, all lecturers are committed to the enhancement of language skills of students. 

    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. Afrikaanse Protestantse Akademie (Die) NPC 
    2. Afrikaanse Protestantse Akademie - Germiston 


    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.