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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Master of Philosophy in Child and Adolescent Psychiatry 
SAQA QUAL ID QUALIFICATION TITLE
83686  Master of Philosophy in Child and Adolescent Psychiatry 
ORIGINATOR
Stellenbosch University 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Master's Degree  Field 09 - Health Sciences and Social Services  Curative Health 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  180  Not Applicable  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 
Purpose:

Graduates from this programme will contribute to the pool of academics and professionals with critical intellectual skills and capabilities to ensure the healthy continuation of the field of Child and Adolescent Psychiatry.

Graduates will be able to:
  • Deal with complex issues intelligently.
  • Solve problems creatively.
  • Be autonomous in their field of specialisation in terms of knowledge, skills and understanding.
  • Conduct independent research.

    Rationale:

    Child and adolescent mental health, with its implied corollary of family and societal stability, must underpin any nation that hopes to progress into the 21st century with optimal levels of safety, productivity and wellbeing. In a developing country still struggling to neutralise the effects of a divisive past, the possibility of healthy generations of future citizens is something that should be the goal of any educational institution. The substance abuse, domestic violence and crime afflicting our communities can in many cases be directly linked to undiagnosed and untreated mental health problems in childhood and adolescence. With the focus on a more accessible, equitable health system, it has become increasingly clear that without increased numbers of suitably skilled professionals, children and adolescents with mental health problems will continue to be sidelined by apparently more urgent health needs. There are very few training facilities to produce child and adolescent mental health professionals in South Africa, and the current shortage of skills is severe. The proposed programme will go some way towards remedying this deficit. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
  • Basic knowledge of the fundamental principles and concepts of research and statistical methods.
  • Fluency in written and spoken English.
  • Computer Literacy.

    Recognition of Prior Learning:

    The programme conforms to the University of Stellenbosch's policies of Assessment Practices and Recognition of Prior Learning. The policy document clearly states the procedures and processes to be followed, including those related to the Recognition of Prior Learning (RPL). The policy stipulates that the responsibility for implementation of the ARPL resides with the Dean of the Faculty. ARPL policy and practices at departmental level is subject to an in-depth and thorough process of self-evaluation and external peer evaluation as a compulsory requirement in the process of periodical and comprehensive departmental evaluation.

    Recognition of Prior Learning can be used to grant admission to those learners who do not meet the admission requirements and to grant learners credits towards part of the qualification.

    Access to the Qualification:

    Candidates for this programme should:
  • Be in possession of an Honours Degree or Postgraduate Diploma: Public Mental Health or in a cognate discipline, at NQF Level 8.
  • At least two or more years' professional experience.
  • Be eligible for Registration as a professional with the relevant South African Statutory Health Council. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    In addition to course work, a research dissertation, comprising at least 30% of the total number of credits is to be produced at the appropriate level for a Master's Degree. 

    EXIT LEVEL OUTCOMES 
    1. Lead a multidisciplinary mental health team.

    2. Engage professionally in consultation and treatment with children and adolescents and their caregivers in various settings.

    3. Plan, execute, interpret and communicate advanced independent research relevant to the discipline of child and adolescent psychiatry.

    Critical Cross-Field Outcomes:

    This qualification enables all the Critical Cross-Field Outcomes to be addressed. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:

    1.1 Deal appropriately and insightfully with the ethical, legal, forensic and policy issues surrounding child and adolescent psychiatry.
    1.2 Integrate the knowledge of social constructions of mental illness into daily practice.
    1.3 Demonstrate a comprehensive and specialised knowledge of the need and application of neuropsychological assessments in clinical practice, where appropriate for the relevant discipline.
    1.4 Demonstrate insight into the practical aspects of setting up and managing a clinical child and adolescent mental health service.
    1.5 Apply comprehensive knowledge of the structure, nature and functioning of multidisciplinary mental health teams.
    1.6 Demonstrate advanced competency in the management of the above structures according to their designated clinical roles.

    Associated Assessment Criteria for Exit Level Outcome 2:

    2.1 Perform independent analyses of new data and clinical problems using a wide range of methods and techniques appropriately.
    2.2 Accurately assess, diagnose and treat children and adolescents with mental health difficulties.
    2.3 Perform and interpret special investigations relevant to the sub-speciality.
    2.4 Demonstrate mastery of advanced technical and procedural skills required for the independent practice of the discipline of child and adolescent psychiatry/psychology.
    2.5 Demonstrate the clinical skills and decision-making abilities necessary for effectively evaluating patients and managing psychiatric disorders.
    2.6 Demonstrate in-depth knowledge regarding developmental psychology, neurophysiology and neuro-anatomy.
    2.7 Demonstrate comprehensive knowledge of the social constructions of mental illness and a mature understanding of the influence of these constructions on the development, diagnosis, treatment and prognosis of mental illness.
    2.8 Administer outcomes-based psychosocial interventions appropriate to child and adolescent psychiatry/psychology.

    Associated Assessment Criteria for Exit Level Outcome 3:

    3.1 Demonstrate comprehensive and specialised knowledge in the area of child and adolescent psychiatry, and mastery of the relevant advanced theories.
    3.2 Accurately assess and incorporate new, evidence-based research results as these are disseminated to the mental health field.
    3.3 Demonstrate well-developed research skills and an appreciation for the international standards of Good Clinical Practice in Clinical Research.
    3.4 Demonstrate familiarity with the literature and state of research in areas related to child and adolescent mental health.
    3.5 Report on the outcomes of research in an academically appropriate format.

    Integrated Assessment:

    The evaluation process includes an internal and external evaluation as well as a self-evaluation process. 

    INTERNATIONAL COMPARABILITY 
    In terms of the required research component and theoretical knowledge and clinical skills this qualification meets international standards in terms of the requirements for a Master's Degree. 

    ARTICULATION OPTIONS 
    This Qualification articulates horizontally with any cognate Master's programme.

    This Qualification articulates vertically with any cognate Doctorate. 

    MODERATION OPTIONS 
    The University of Stellenbosch has a specific policy to ensure high standards in assessment practices. The programme coordinator is responsible for adhering to this policy and to ensure explicitness, validity and reliability of assessment practices. Module assignments, as well as the thesis, will be assessed by faculty appointed internal and external examiners. The University also employs a system of internal and external moderation of assessment of all exit level modules.

    The policy for External and Internal Moderation regulates the practices and procedures around moderation in programmes. Ongoing monitoring and appropriate intervention based on the informal and formal monthly feedback system has been common practice in the Department of Psychiatry for the past 20 years and is firmly based on ethical considerations relevant to clinical practice. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

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

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. Stellenbosch University 


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