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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Master of Arts in Clinical Psychology 
SAQA QUAL ID QUALIFICATION TITLE
73948  Master of Arts in Clinical Psychology 
ORIGINATOR
University of Johannesburg 
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  256  Level 8 and above  NQF Level 09  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   2031-06-30  

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 
The primary purpose of this qualification is to provide qualifying learners with content skills regarding relevant explanatory models, as well as master micro skills regarding relevant application models. He or she should also master conceptualisation skills. The learner should thus be familiar with the application of relevant context skills to remedial, preventative and fortigenetic areas and be able to apply both modernistic and postmodernist approaches to achieve this goal. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
To enrol for this qualification, potential learners need to demonstrate the following competences:
  • A strong and cohesive knowledge foundation in Counselling Psychology;
  • A knowledge foundation for applied research in Counselling Psychology on a postgraduate level;
  • Analytical, interpretive and integrative skills which have practical value for the society as a whole;
  • The ability to reflect on Psychology and a demonstration of a holistic view of Psychology and its applications in various Counselling contexts.

    The learner should be in possession of an Honours degree in Psychology.

    Recognition of prior learning:

    Potential learners who want to be credited for prior learning and/or experience for a particular module or modules, need to apply in writing to the Departmental Chairperson of the department offering the module or modules the learner wishes to be credited for, clearly stating the title(s) of the module or modules they want to be credited for, as well as the basis on which they believe the accreditation should be granted.

    The principles of RPL are subscribed to and will be implemented in a flexible manner. The principle of flexible and open access will, however, be offset against the provision that this is not to the detriment of the potential student and that his/her chances to succeed must be reasonable.

    The Committee will assess learners' competencies in order to determine whether they are eligible for a) access to, b) advanced placement in, or c) recognition of status for this qualification. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    EXIT LEVEL OUTCOMES 
    The learners should be able to:

    1. Demonstrate their ability to apply the theoretical principles of problem identification and solving correctly in the field of Counselling Psychology and reflect on the application made (problem solving skills).

    2. Correctly plan and exercise research in Counselling Psychology, including the gathering, analysing, synthesizing and interpretation of information on Counselling Psychology issues by utilizing the theoretical research principles and reflecting on the research undertaken (research skills).

    3. Communicate effectively orally and in writing (e.g. report writing) with the different role players in the field of Counselling Psychology by applying the theoretical principles of communication and reflect on the application made (communication skills).

    4. Accountably develop a theoretical and practical macro-vision of Counselling Psychology internationally, nationally, provincially/regionally and locally (development of macro vision).

    5. Effectively and responsibly organize and coordinate resources and opportunities in the field of Counselling Psychology by applying the relevant theoretical aspects and reflecting on the application (including entrepreneurship, where relevant) as well as accept the responsibility for their own activities in the field of Counselling Psychology (entrepreneurship, self-responsibility skills).

    6. Practice acceptable social sensitivity in their relationship with others and work effectively in a team by implementing the relevant theory and reflect on the implementation thereof (teamship).

    7. Utilize appropriate technology (computer, e-mail, fax, psychometric tests) effectively in the Counselling Psychology environment (technological and environmental literacy).

    8. Explore different effective learning strategies to acquire the different capabilities of a practitioner in the field of Counselling Psychology (Explore learning strategies).

    9. Promote responsible citizenship through their approach towards the holistic application of Counselling Psychology related skills (promoting citizenship).

    10. Practise acceptable social, cultural and aesthetic sensitivity towards the people of different communities and the role players in the field of Counselling Psychology by applying the appropriate theoretical principles and reflecting on the application made (cultural and aesthetic sensitivity).

    11. Acquire acceptable employment seeking skills for entry into the different sectors of the field of Counselling Psychology by utilizing the theoretical principles and reflecting on the application thereof (employment seeking skills). 

    ASSOCIATED ASSESSMENT CRITERIA 
    The learner can: / Does the learner

    1. Demonstrate the ability to identify and solve problems correctly in the field of Counselling psychology by applying the relevant theoretical principles and reflecting on the application made (problem solving skills)?

    2. Correctly plan and exercise research in the field of Counselling Psychology, including the gathering, analysing synthesizing and interpretation of information on Counselling Psychology issues by utilizing the relevant research principles and reflecting on the research undertaken (research skills)?

    3. Can the learners communicate effectively orally and in writing (e.g. report writing) with the different role players in the field of Counselling Psychology by applying the theoretical principles of communication and reflect on the application made (communication skills)

    4. Have the learners developed an accountable theoretical and practical macro-vision of Counselling Psychology internationally, nationally, provincially/regionally and locally (development of macro vision)?

    5. Are the learners able to effectively and responsibly organize and coordinate resources and opportunities in the field of Counselling Psychology by applying the relevant theoretical aspects and reflecting on the application made (including entrepreneurship, where relevant), as well as accept responsibility for their own activities in the field of Counselling Psychology (entrepreneurship/responsibility skills)?

    6. Can the learners practice acceptable social sensitivity in their relationship with others and work effectively in a team by implementing the relevant theory and reflecting on the implementation thereof (teamship)?

    7. Are the learners able to utilize appropriate technology (computer, e-mail, fax, psychometric tests) effectively in the Counselling Psychology environment (Technological and environmental literacy)

    8. Are the learners able to explore different effective learning strategies to acquire the different capabilities of a practitioner in the field of Counselling Psychology (explore learning strategies)?

    9. Are the learners able to promote responsible citizenship through their approach/attitude/ethics towards the holistic application of Counselling Psychology related skills (promoting citizenship)?

    10. Are the learners able to practise social, cultural and aesthetic sensitivity towards the people of different communities and the role players in the field of Counselling Psychology by applying the theoretical principles and reflecting on the application made (cultural and aesthetic sensitivity)?

    11. Do the learners demonstrate the acceptable employment seeking skills for entry into the different sectors of the field of Counselling Psychology by applying the theoretical principles of employment seeking skills and reflecting on the application thereof (employment seeking skills)?


    INTEGRATED ASSESSMENT:

    Continuous assessment practices form an integral part of the design of this qualification. Learning outcomes are made explicit to learners and there is a coherent assessment strategy in place for each module, with a fair balance between formative and summative assessment strategies.

    Formative assessment practices that will be implemented:

    Learners are continuously assessed via assignments, videotaped role plays and reports regarding content skills, application skills and conceptualisation skills.

    Summative assessment practices that will be implemented:

    Integrated assessment, focusing on the achievement of the exit-level outcomes, will be done by means of two written examinations, at the end of the modules, as well as one oral exam, during the first year of study. 

    ARTICULATION OPTIONS 
  • Access to qualifications on a lower level

    Articulation is possible with related certificate, diploma and degree qualifications.
  • Access to qualifications on the same level:

    Learners 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 Dean of Arts, to enter mid-stream, given that the rules of access have been compiled with. Such learners will therefore be credited for prior learning.
  • Access to qualification on a higher level:

    Having obtained this qualification, the following possibilities for further study in higher education programmes exist:
  • a Doctorate degree at any higher institution which offers a Psychology programme. 
    		•

    MODERATION OPTIONS 
    External processes:

    External examiners will be appointed for all NQF level 8 modules by the Dean of the Faculty concerned, on recommendation by the academic department in which NQF level 8 modules are taken.

    External examiners and the institutions they present:

    One external examiner per NQF level 8 module will be appointed. External examiners will be selected from other higher education institutions or from the ranks of practising professional people outside of academia. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
  • Criteria regarding formal qualifications that an assessor should have:

    Formal qualified assessors should have at least a Master's degree in the related field of study and/or be regarded as competent to act as assessors by the academic community.
  • Criteria regarding job or learning experience:

    Assessors should have at least a Doctorate degree and 3 years of job related or learning area experience to be able to act as assessors on an NQF-level 8 module.
  • Criteria regarding experience of or exposure to assessment:

    An assessor needs to have prior assessment experience and/or be trained in assessment practices on higher education level:
  • as part of qualifying as an education and training practitioner, or
  • through a mentoring process, or
  • through on the job training
  • through additional study of a unit standard or qualification on assessment. 
    		•

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 2012; 2015. 

    NOTES 
    This MA with endorsement qualification is registered as a separate qualification only with SAQUA. At the Department of Education it is not registered separately, but it is included in the registration of the generic MA. 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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. University of Johannesburg 


    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.