SAQA

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.

SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Master of Philosophy in Infant Mental Health

SAQA QUAL ID	QUALIFICATION TITLE
98809	Master of Philosophy in Infant Mental Health
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		Promotive Health and Developmental Services
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:
The Master of Philosophy (M Phil) in Infant Health is aimed at health care professionals who wish to develop their understanding and clinical skills in working with infants and parents or who are interested in participating in research, service development, delivery and evaluation. The qualification focuses primarily on the infant and the infant-parent relationship and provides training in skilled assessment of and intervention with infants and their families.

The qualification aims to develop expertise knowledge and understanding in direct clinical work and early intervention in relation to Infant Mental Health. Through research learners will use available literature to conceptualise and advance their knowledge in the field.

Upon qualifying, learners will be able to:

Provide a thorough knowledge and understanding of the various contexts in which infants and toddlers grow and develop, with a particular emphasis on the South African context.

Develop an understanding of normal and pathological physical development and use the knowledge of the different psychological development theories.

Develop knowledge and expertise in direct clinical work and early intervention with the knowledge of the different models of intervention.

Interact with environment to enhance knowledge of infant's capacity to observation skills of the pre-verbal phase of life and infant development.

Apply clinical work skills, consult and liaise early intervention.

Engage in independent research and produce findings in the form of a research report from a range of appropriate research designs, methods, techniques and technologies in the field.

Rationale:
The qualification is regarded as a pioneer in the field and is gaining increasing relevance internationally. Access would be widened through local Associations for Infant Mental Health as well as the World Association for Infant Mental Health. In South Africa where 10% of the population is under 4 years of age, it is a matter of urgency that this most receptive stage of development receives the attention of the academic community. The conceptual shift from managing the consequences of the burden of disease to improving wellness mirrors current trends in the mental health field as reflected in the burgeoning of interest internationally in the research, service delivery and promotion of a healthy start to life. Paying attention to infants and young children and to their primary relationships is possibly the most important upstream factor that impacts on health and mental wellness in the whole of society. In addition to the important role that infant mental health plays in health promotion, studies of infancy and early relationships are at the forefront of neuroscience research.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The Institution has an Assessment and Recognition of Prior Learning (APRL) policy in place.

The policy defines the process that must be followed in the assessment of an application for Recognition of Prior Learning (RPL) at postgraduate level and provides information pertaining to assessment tools that can be used in the assessment of RPL applications. The APRL process is subjected to the Faculty's quality assurance process. Unsuccessful applicants may appeal according to the relevant appeal procedures as stated in the University's General Calendar Part 1.

Entry Requirements:

NQF Level 8 or Honours Degree at NQF Level 8.
Or

Degrees or equivalent training in Medicine, Psychiatry, Paediatrics, Psychology, Nursing, Social Work, Speech Pathology, Occupational Therapy or other related health disciplines.
And

Registered with an approved body (Health Professions Council of South Africa or equivalent regulating body).

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of compulsory modules at NQF Level 9 totalling 180 Credits.

Infant Development and Assessment, 10 Credits.

Family and Social Contexts, 10 Credits.

Disorders of Infancy, 10 Credits.

Evidence Based Interventions, 10 Credits.

Infant Observation, 40 Credits.

Clinical Practicum, 40 Credits.

Research Assignment, 60 Credits.

EXIT LEVEL OUTCOMES

1. Provide a thorough knowledge and understanding of the various contexts in which infants and toddlers grow and develop, with a particular emphasis on the South African context.
2. Develop an understanding of normal and pathological physical development and use the knowledge of the different psychological development theories.
3. Develop knowledge and expertise in direct clinical work and early intervention with the knowledge of the different models of intervention.
4. Interact with environment to enhance knowledge of infant's capacity to observation skills of the pre-verbal phase of life and infant development.
5. Apply clinical work skills, consult and liaise early intervention.
6. Engage in independent research and produce findings in the form of a research report from a range of appropriate research designs, methods, techniques and technologies in the field.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Knowledge of different socio-cultural contexts in which infants grow up is gained and this knowledge is translated into culture-sensitive practice.

The effects of poverty on infant and toddler development are described.

The consequences that depressed or substance abusing parents have on infant development are analysed.

The effects of violent experiences on infant development are identified.

The challenges of adolescent motherhood are identified and these are integrated with knowledge regarding infant developmental needs.

Knowledge on the needs of infants is applied accordingly in primary health care settings.

Knowledge of alternative care settings for infants and young children is demonstrated.

The economics of infant mental health is explained.

Associated Assessment Criteria for Exit Level Outcome 2:

Developmental assessments expected from clinicians in the field are conducted.

Commonly used appropriate mental health assessment tools are applied.

Neurobiological development of fetal life and infants are distinguished.

The differences between normal and pathological physical development are interrogated.

Different psychological development theories are applied.

Associated Assessment Criteria for Exit Level Outcome 3:

Models of psychotherapy are differentiated and knowing when these models include parent-infant psychotherapy, reflective parenting interventions (PIO model), attachment based interventions (Circle of Security) are applied.

Basic parenting advice and psycho education for children with special needs are delivered.

Skills in family assessment and intervention are demonstrated.

Prescribed psychopharmacological treatments for young children are identified and outlined.

Associated Assessment Criteria for Exit Level Outcome 4:

An observation that is in keeping with good clinical principles is conducted.

Mother-infant interactions are observed.

Tolerance of affectively charged interactions without intervening is shown.

Details of the interactions through process notes of each session are recorded.

Processes observed are reflected upon.

The observation with theory on infant development is integrated.

Associated Assessment Criteria for Exit Level Outcome 5:

The ability to assess and provide appropriate intervention an infant/toddler and his/her family within the greater social context is demonstrated.

The ability to reflect on town performance and implement feedback is developed.

Feedback is liaised and given to other health and social sector professionals who are responsible for the well-being of young children.

Associated Assessment Criteria for Exit Level Outcome 6:

Literature review in an area of relevance and interest to a particular aspect of Infant mental health is completed.

A research question is conceptualised with relevant hypotheses.

Appropriate research methodology is applied.

Proper documentation and substantiation of the results of the research are compiled.

Clear, systematic and logical presentation of the material is applied.

Ethical issues required are adhered to in the process of conducting the research.

The collected data is analysed and synthesised in collaboration with a statistician.

Discussions and findings are formulated.

Integrated Assessment:
Assessment will be in alignment with the assessment of other subspecialty Master of Philosophy (MPhil) qualifications at the University and will also adhere to the institution's overall assessment policy. The bulk of assessment and examination will be facilitated by local experts in the university and across the teaching platform. In cases where specific expertise is required, international collaborators will be utilised.

Both formative and summative assessments will be used to assess the learner's applied competencies.

INTERNATIONAL COMPARABILITY

This qualification is internationally comparable with the:

Yale-Riggs Infant and Family Mental Health qualification is offered by the Yale Child Study Center of Yale University in the USA:
The Yale-Riggs Infant Mental Health Training series is dedicated to the exploration of development, attachment, trauma and the interaction of these topics within the parent-child relationship and family system. The curriculum for the Yale-Riggs Infant and Family Mental Health Training series was originally developed in collaboration with the Anna Freud Center, the Tavistock and Portman NHS Foundation Trust and Yale University and offered as ITSIEY- the International Training School in Infancy and Early Years, which worked to present evidenced-based, expert-agreed standards of knowledge and skills that the broad range of professionals and practitioners need in order to work competently with infants, young children and their families. This qualification continues to translate evidence-based theory into practice, drawing on Neurobiological, Psychoanalytic, Attachment, Adult Mental Health and Family Systems Ideas, and to make the training relevant to the practitioners' particular work contexts. The teaching emphasises discussion and reflection as integral to the learning process. Limited enrolment allows attendees to actively participate in the exploration of the ideas presented at each meeting. The exploration of infant mental health within the context of a developmentally framed, trauma-informed series of topics that help the participant consider such subjects as the interface of adult and child mental health, the assessment of risk, the impact of trauma and the development of practitioner's skills in assessment and treatment of families will be conducted.

Master of Science in Infant Mental Health is also offered by RMIT University in Australia:
The Master qualification possesses similar modules to our qualification. In each module there are comparable aspects that these qualifications have in common.
Graduates of this qualification will:

Apply understanding of the essential roles Parenting, Family Functioning, and Parent-Child relationships play in an infant and toddlers mental health status.

Demonstrate in-depth knowledge of Infant, Toddler, and Preschool Development including the sequences of development and uses this knowledge to connect families to additional supports if needed.

Consider the impact of risk factors including stress and trauma on family and child development and learning and is able to describe developmental protective factors and implement practices that build resilience.

Be able to select and use a variety of evidence-based screening, assessment, and observation tools and practices that are appropriate for infants, toddlers, and pre-schoolers in a variety of settings natural to the family, as appropriate.

Select and implement evidence-supported intervention strategies that are appropriate to the infant or young child's strengths and needs in partnership with the family and other team members.

Understand the importance of respecting and incorporating information and feedback from the family and other team members, facilitating relationships, communication, and collaboration among family and all other team members.

Conclusion:
The speciality qualification compares with others internationally in terms of the exit level outcomes. These qualifications focus on developing and equipping learners to be able to assess infant with mental health condition and develop a heath care plan as form of intervention.

ARTICULATION OPTIONS

Systemic articulation is only possible both horizontally and vertically with qualifications offered by other institutions, provided learners meet the minimum admission requirements. The possibilities are:
Horizontally with:

Master of Philosophy in Community Mental Health.

Vertically it can articulate with:

Doctor of Health Sciences in Clinical Technology at NQF Level 10, or

Doctor of Philosophy in Genetics at NQF Level 10.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

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