SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:

Diploma: Counselling and Communication

SAQA QUAL ID	QUALIFICATION TITLE
62729	Diploma: Counselling and Communication
ORIGINATOR
The South African College of Applied Psychology - Pretoria
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 Diploma	Field 07 - Human and Social Studies		People/Human-Centred Development
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	240	Level 6	Level N/A: Pre-2009 was L6	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Reregistered"		SAQA 06120/18	2018-07-01	2018-12-31
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2019-12-31		2023-12-31

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 Diploma in Counselling and Communication aims to provide students with a comprehensive foundation in counselling and communication theory and practice, integrated with personal and professional development, to competently and confidently work as a professional counsellor within the community. In addition, the Diploma in Counselling and Communication provides a qualification at NQF Level 6.

The Diploma in Counselling and Communication is a formal qualification that can provide access to further study in education at NQF Level 6.

Rationale:

Counselling is a professional activity that has grown and diversified from within the broader fields of psychology and psychotherapy. The application of psychology theory and practice to everyday life has seen the emergence of the term 'counselling' to denote a professional relationship between a trained counsellor and client. The qualification will allow individuals to practice as professional counsellors within the community.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

This qualification assumes that the learner is competent in the language of instruction of the provider and the general theoretical and practical knowledge and understanding accomplished at NQF Level 5, as described in terms of the four components: (1) fundamental learning, core, elective and practicum.

Recognition of Prior Learning:

This qualification may be achieved in part through the recognition of relevant prior learning and through prior experience as a practitioner in one of the sub -fields of psychology, psycho-therapy and social services. Mechanisms exist whereby individual learners are assessed against the exit level outcomes of the qualification and such procedures are subject to moderation by independent assessors.

Access to the Qualification:

Access to the Diploma in Counselling is a Grade 12 Certificate.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

NQF Level and Credits assigned to the qualification.

The Diploma in Counselling and Communication is a 240 credit qualification at NQF Level 6.

The exit level outcomes for the qualification describe the foundational, practical and reflective competences, which when combined constitute the applied competence required of counsellor at this level.

The exit level outcomes have been grouped into fundamental, core and elective to allow for ease of articulation with qualifications in other fields.

Fundamental: Component 1:

Competences relating to fundamental learning: Interpersonal and Intrapersonal communication.

36 Credits at NQF Level 5 or higher.

Core: Component 2:

Competences related to the core elements of psychopathology practice and processes.

108 Credits at NQF Level 5 or higher.

Elective: Component 3:

Competences relating to the learning areas and content appropriate to the selected specialty.

72 Credits at NQF Level 5 or higher.

Practicum: Component 4:

Competences related to Fieldwork.

24 Credits at NQF Level 5 or higher.

EXIT LEVEL OUTCOMES

Exit level outcomes are grouped into four components which together reflect the work of a professional counsellor. The critical outcomes are integrated into the exit level outcomes.

Guidelines for assessing integrated and applied competence related to each exit level outcome are provided. See also the assessment criteria in section 10 which deals with integrated assessment.

Component 1: Competences relating to fundamental learning: Interpersonal and Intrapersonal communication.

The focus in this component is to provide the learner with foundational knowledge, capabilities for effective interpersonal communication, address complex interpersonal situations and to work within a variety of contexts as an effective and confident interpersonal communicator. In addition this component provides a comprehensive framework for the counselling process and the development of core counselling competences.

1.1 Demonstrate competence and apply the skills of effective communication in a wide variety of contexts and situations.

Competence is evident when learners are able to:

Explain and demonstrate effective interpersonal skills as part of a communication process.

Identify and analyze the significance of attitudes, values and perceptions in interpersonal communication.

Demonstrate and evaluate a range of interpersonal communication skills.

Participate in, guide and facilitate work groups.

1.2 Demonstrate competence and apply the theory and practice of core counselling skills.

Competence is evident when learners are able to:

Use the terminology and concepts of counselling.

Demonstrate, analyze and evaluate the application and integration of core counselling theory and skills.

Demonstrate counselling skills and conduct an initial counselling session.

Identify and understand the social, legal and ethical issues within the counselling role and appreciate the limitations of counselling.

Establish appropriate and effective counselling goals and action plans with clients.

Component 2: Competences related to the above elements of psychopathology practice and processes.

The focus of this component is to provide a range of psychotherapeutic theories, methods and strategies for counselling. It further provides learners with a critical understanding of the main counselling approaches, common issues in counselling and the need to the impact of the social, cultural and gender contexts in counselling interactions.
In addition this component provides a foundational introduction to abnormal psychology and to contemporary issues in mental health care.

2.1 Demonstrate competence in interpreting the main counselling and psychotherapeutic approaches available today.

Competence is evident when learners are able to:

Demonstrate and explain how counselling methods become a critical part of the therapeutic process.

Interpret the various counselling applications and the difficulties associated with each counselling approach.

Interpret and understand the terminology and core concepts of mental health issues.

Identify possible abnormal behavior and common types of mental health problems.

Interpret appropriate intervention strategies and techniques when dealing with crisis.

Demonstrate the key skills for effective crisis intervention and management.

Component 3: Competences relating to the learning areas and content appropriate to the selected specialty.

The focus in this component is on the integration of the learning process with emphasis on gaining specialist knowledge within a specific field of counselling.

3.1 In their area of specialization learners demonstrate competence in selecting and adjusting specific intervention strategies in ways that compliment their specialty and effectively meet the special needs of the appropriate target group.

Competence is evident when learners are able to:

Understand the theories and concepts of addiction counselling.

Identify the physiological and psychological effects of addiction.

Interpret the sociological aspects of addiction.

Identify main approaches to the treatment of addicts.

3.2 In their area of specialization learners demonstrate competence in managing and administering a specific counselling intervention process and supporting the learning environment in ways that are sensitive and supportive.

Competence is evident when learners are able to:

Identify ethical and professional practice issues and demonstrate the ability to practice within a skilled, professional and ethical capacity.

Demonstrate the ability to give appropriate feedback and apply this to self reflection and constructive adjustment.

Implement appropriate adult learning principles, communication skills and group techniques.

Justify and implement a range of intervention strategies to deal with a variety of groupwork situations.

Apply the concepts and terminology for dealing with issues of gender and sexuality.

Demonstrate the use of structural and/or strategic systems theory as applied to family, children and adolescent relationship counselling.

Define the common issues presented for any form of relationship counselling as distinct from individual counselling.

Assess the overall effectiveness of identified relationship based counselling.

Reflect on learning and application.

Component 4: Competence related to fieldwork.

The focus in this component is to consolidate the learner's confidence and skills development through the application of learned skills in a counselling related organizational setting.

4.1 Demonstrate competence in their ability to integrate the theory and skills of counselling and to apply specific intervention strategies within an organizational setting.

Competence is evident when learners are able to:

Demonstrate competency in counselling in their chosen field.

Demonstrate an awareness of culturally sensitive counselling.

Apply the correct procedures for referring a client.

Accurately demonstrate a skill in report writing and the keeping of client records.

Present a case through the submission of an oral presentation.

Display an awareness of the different approaches to counselling.

Demonstrate an awareness and understanding of supervision for ongoing professional development and accountability.

Reflect on learning and application.

ASSOCIATED ASSESSMENT CRITERIA

Assessment Criteria for Exit Level Outcome (Component 1):

In the assessment strategy as a whole, evidence must be demonstrated through a variety of options: Case studies, problem -solving assignments, report and presentation, role-play and self critique.

However, the final integrated assessments need to have the following characteristics:

It should assess the ability of the learner to observe barriers to effective interpersonal communication.

Demonstrate in a ten minute video or audiotape role-play, the application of interpersonal skills.

Apply this knowledge through the submission of a self critique whereby the learner critically reflects on the strengths and limitations of the above process.

Apply continuous assessment as to whether the learner is able to integrate the theory and skills of interpersonal communication, understand the theoretical basis for such communication and reflect on and make adjustments to their own practice and form of communication.

The Assessment Criteria and evidence requirements are as follows:

Through practical teaching and learning situations, a simulated situation, or a situation that combines the practical teaching and learning situation as well as the written component, the learner will:

Determine the elements that define the communication process.

Analyze the different types of interpersonal communication and practice these with individuals and groups.

Define the barriers to different types of communication.

Gain the key skills in interpersonal communication.

Analyze the role of attitudes, values and perceptions and their effect on communication.

Determine effective strategies for reducing attitudinal barriers to effective interpersonal communication.

Demonstrate techniques for constructive questioning, initiating and engaging in effective interpersonal communication.

Plan and prepare presentations using communication skills which recognize the audience's needs.

Explain and demonstrate the role of interpersonal skills in workplace group facilitation.

Define the term counselling.

Describe alternative models of counselling and demonstrate core counselling competences.

Evaluate and analyze the attributes of an effective counsellor.

Reflect on the learning and application.

Assessment Criteria for Exit Level Outcome (Component 2):

The assessment strategy as a whole, evidence must be demonstrated through a variety of options: Case studies, problem solving assignments, projects, written and oral submissions.

However, the final integrated assessments need to have the following characteristics:

Define the therapeutic process in counselling.

Identify the changes a client undergoes in the therapeutic process of counselling.

Assess the extent to which the learner can deal with clients who demonstrate resistance and defensive behaviour.

Measure the extent to which learners have integrated the different applications of each counselling approach.

Determine the learners understanding of phenomenological orientation and how this philosophy underpins the counselling approach.

Assess the learner's ability to distinguish between objective and subjective reality when counselling others.

Assess the ability of learners to identify possible abnormal behaviour and associated mental health issues.

Measure applied competence and assess whether learners are able to integrate the theory with their ability to provide counselling intervention strategies within a variety of contexts.

Reflect on the learning and application.

Assessment Criteria for Exit Level Outcome (Component 3):

The assessment strategies as a whole, evidence must be demonstrated through a variety of options: Case studies, and problem solving assignments, research projects, written and oral presentations.

However, the assessments need to have the following characteristics:

Display suitable techniques for the identification of an underlying problem that exists with the client.

Engaging with the client.

Determine strategies for assessing outcomes.

Demonstrate selected strategies/interventions to rectify dysfunctions and clarifying boundaries and hierarchies.

Key features of counselling are identified.

Assess the basic principles of the structural systems approach to relationship counselling.

Assessment Criteria for Exit Level Outcome (Component 4):

The assessment strategy as a whole, evidence must be demonstrated through a variety of options, evidence of competence in the application of counselling skills in scripted role-play scenarios, evidence of skill, evaluation and critical analysis of client material through information gathering and self-reflection evidenced in written case reports, participation in supervision and engaging with the supervision process and a written and oral presentation of counseling work done in the field.

The compulsory case reports act as an assessment tool for the supervisor and student to use to identify areas that are in need of further skill development and are used to assess student progress and competence as well as the student's ability to keep accurate client records.

Supervision provides a regular forum for student and supervisor to engage around issues of ethical practice, appropriate counseling approaches for specific client needs and allows for individual assessment of the student's skill level, abilities around critical thinking, and interpretation of data, level of insight and analysis and competence.

The final written report and case presentation allow for an exit evaluation of the student's ability to integrate all of the knowledge, theory and skills gained in the practicum as well as evaluate competency in awareness around case management practices, ethical considerations and client referral.

Integrated Assessment:

In the assessment strategy as a whole, evidence must be demonstrated through a variety of options: Case studies, problem solving assignments, research, project work, written and oral submissions, role-plays, interviews and self-critique. It is accepted that some of these options are more suited to the assessment of foundational competence, rather than practical and reflective competence.

However, the final integrated assessment needs to have the following characteristics:

Assess the extent to which learners can provide counselling competently and effectively to abroad range of individuals and groups within South Africa.

Measure the extent to which learners have integrated the knowledge and skills delivered through the modules that make up the Counsellor Training and Development Programme.

INTERNATIONAL COMPARABILITY

The South African College of Applied Psychology (SACAP) has established an articulation agreement with The Australian College of Applied Psychology (ACAP); this agreement provides learners with a qualification pathway into further qualifications. The Diploma in Counselling and Communication is fully accredited by The Australian College of Applied Psychology and therefore carries international accreditation.

ARTICULATION OPTIONS

This qualification has been developed for professional practice within the health and social services field and is intended to provide professional skills to those entering the profession of counselling thus ensuring the upliftment of standards in general.

It is applicable to a broad range of individuals. The qualification builds on other certificates from a range of sub-sectors and can provide articulation with a range of qualifications in both human resource management and therapeutic service areas of practice.

MODERATION OPTIONS

Internal assessment of the learner is undertaken by qualified educators.

The qualification is accredited by the Council of Higher Education through their ETQA.

Assessment and moderation is overseen by an internally appointed Quality Assurance Committee who operate in accordance with the ETQA's policies and guidelines for assessment and moderation in terms of agreements reached around assessment and moderation between ETQA's (including The Professional Board of Psychology).

Moderation includes both internal and external moderation at exit points of the qualification.

Moderation ultimately encompasses achievement of the competences embedded in the exit level outcomes as well as the integrated competence described in the qualification.

REREGISTRATION HISTORY

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

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.	The South African College of Applied Psychology - Cape Town
2.	The South African College of Applied Psychology - Johannesburg