| Code | Faculty | Department |
|---|---|---|
| 09250203 | Faculty of Education | Department: Educational Psychology |
| Credits | Duration | NQF level |
|---|---|---|
| Minimum duration of study: 2 years | Total credits: 180 | NQF level: 09 |
The closing date for applications for the programme is 31 July and selection takes place in August. The programme includes practical work per week that enables students to comply with the requirements for registration as an Educational Psychologist with the Health Professions Council of South Africa, after completion of an internship in Educational Psychology at an institution approved by the abovementioned Council for this purpose. The University is under no obligation to provide students with or assist them in finding internships.
Students are provisionally selected during the formal selection that takes place in August. Finalisation of selection takes place in the following June of every year. The Department of Educational Psychology therefore reserves the right to reconsider a student’s admission to the programme during the first six months of study, based on both demonstrated training and career-orientated ability.
All master’s students must submit a dissertation or a mini-dissertation and must pass Research Proposal (NMQ 801). For the MEd research degree programmes, a dissertation on a topic approved by the Dean on the recommendation of the relevant head of department must be submitted, following the approval of a complete research proposal. A literature study is not acceptable.
The MEd degree with coursework is conferred with distinction on a student who obtains 75% in the mini-dissertation and an average of 75% in the remaining modules (no rounding).
University of Pretoria Programme Qualification Mix (PQM) verification project
The higher education sector has undergone an extensive alignment to the Higher Education Qualification Sub-Framework (HEQF) across all institutions in South Africa. In order to comply with the HEQSF, all institutions are legally required to participate in a national initiative led by regulatory bodies such as the Department of Higher Education and Training (DHET), the Council on Higher Education (CHE), and the South African Qualifications Authority (SAQA). The University of Pretoria is presently engaged in an ongoing effort to align its qualifications and programmes with the HEQSF criteria. Current and prospective students should take note that changes to UP qualification and programme names, may occur as a result of the HEQSF initiative. Students are advised to contact their faculties if they have any questions.
All the Core modules and the fundamental module NMQ 800 (Research proposal) should be selected in the 1st year. When the "Research proposal" has been passed in the 1st year, only the "mini-dissertation" should be selected again in the final year. Students will be granted two opportunities to pass NMQ 800.
Module content:
Development of a research proposal. Research methodology. Overview and principles of quantitative and qualitative research methodology. Data collection methods, data analysis methods, paradigm analysis and theoretical frameworks for educational studies. Global theoretical perspectives in education.
Module content:
Theory and application counselling; of career counselling; addressing contemporary Global South inequality issues by privileging social justice and diversity agenda in the practice of guidance and counselling, Interviewing, implementation and interpretation of media, diagnosing, counselling to develop strengths, identify and leverage resources and assets (individual, collective and contextual) for life design; career resilience, adaptability and employability.
Module content:
This module focuses on fundamental approaches concerning barriers to learning, with reference to the South African context; theoretical framework(s) for diagnostic assessment in respect of academic achievement difficulties within the South African context; how appraise a battery of neuropsychological tests and to understand which neuropsychological domains they measure; to use standardised tests and informal techniques to assess young children in low resources settings; to assess reading, writing, spelling, numeracy and mathematical skills, study skills, educational and environmental disadvantage; professional skills and values of accountable diagnostic assessment practice and reporting of findings in respect of learners’ academic achievement difficulties within the South African context.
Module content:
Guided by educational psychological assessment for learning and development, the module addresses learning support in Southern Africa: contextualisation; and application of theories for learning support, including evidence-based local knowledge; the learner and learning support; inclusive education; individual and group learning support; micro and macro-level support and preventative programmes; intervention, support and prevention of challenges regarding learners’ academic achievement.
Module content:
Educational Psychology dissertation of limited scope conducted under supervision of a supervisor in the area of Career Counselling, Orientation Pedagogics; Educational psychological assessment for learning and development; Educational Psychology Pathways to Emotional & Behavioural Wellbeing; Family-oriented assessment intervention.
Module content:
The educational psychologist within a multi-cultural post-colonial, resource-constrained context; underlying theories and approaches to educational psychological assessment, diagnosis, and intervention aimed at individual functioning in relation to learning and development; and the well-founded use thereof with to prevent/manage emotional and behavioural problems and facilitate resilience; conceptualise theoretical cases therapeutic techniques; and the educational psychologist as a person.
Module content:
Practical module: Apply relevant, evidence-based, Southern African indigenous and global theoretical foundations relating to educational psychological assessment and support of children/youth with emotional, behavioural, learning and/or career-related needs, family oriented educational psychology, group work, (also in school and/or community work settings); conceptualise cases (including formulating clinical impressions, implementation and interpretation of psychological media, making diagnoses, clinical decision-making, and formulating intervention plans that address risks but also harness existing strengths and supports), referrals, report writing, (summary and full reports) feedback sessions with parents, multi-disciplinary liaison, education/guidance, for caregivers and/or school- and/or community-based stakeholders; interviewing skills, ethical issues and the rights of the client. The practice of the educational psychologist (including critical reflection on current debates relating to the psychology profession).
Module content:
Diversity in families; family life cycle development; parameters of family functioning; family resilience models for the analysis of family functioning; family therapy models problems; analysis of families with special concerns, with family-orientated intervention with regard to all these aspects as the central theme.
Module content:
Development of a research proposal. Research methodology. Overview and principles of quantitative and qualitative research methodology. Data collection methods, data analysis methods, paradigm analysis and theoretical frameworks for educational studies. Global theoretical perspectives in education.
Module content:
Theory and application counselling; of career counselling; addressing contemporary Global South inequality issues by privileging social justice and diversity agenda in the practice of guidance and counselling, Interviewing, implementation and interpretation of media, diagnosing, counselling to develop strengths, identify and leverage resources and assets (individual, collective and contextual) for life design; career resilience, adaptability and employability.
Module content:
This module focuses on fundamental approaches concerning barriers to learning, with reference to the South African context; theoretical framework(s) for diagnostic assessment in respect of academic achievement difficulties within the South African context; how appraise a battery of neuropsychological tests and to understand which neuropsychological domains they measure; to use standardised tests and informal techniques to assess young children in low resources settings; to assess reading, writing, spelling, numeracy and mathematical skills, study skills, educational and environmental disadvantage; professional skills and values of accountable diagnostic assessment practice and reporting of findings in respect of learners’ academic achievement difficulties within the South African context.
Module content:
Guided by educational psychological assessment for learning and development, the module addresses learning support in Southern Africa: contextualisation; and application of theories for learning support, including evidence-based local knowledge; the learner and learning support; inclusive education; individual and group learning support; micro and macro-level support and preventative programmes; intervention, support and prevention of challenges regarding learners’ academic achievement.
Module content:
Educational Psychology dissertation of limited scope conducted under supervision of a supervisor in the area of Career Counselling, Orientation Pedagogics; Educational psychological assessment for learning and development; Educational Psychology Pathways to Emotional & Behavioural Wellbeing; Family-oriented assessment intervention.
Module content:
The educational psychologist within a multi-cultural post-colonial, resource-constrained context; underlying theories and approaches to educational psychological assessment, diagnosis, and intervention aimed at individual functioning in relation to learning and development; and the well-founded use thereof with to prevent/manage emotional and behavioural problems and facilitate resilience; conceptualise theoretical cases therapeutic techniques; and the educational psychologist as a person.
Module content:
Practical module: Apply relevant, evidence-based, Southern African indigenous and global theoretical foundations relating to educational psychological assessment and support of children/youth with emotional, behavioural, learning and/or career-related needs, family oriented educational psychology, group work, (also in school and/or community work settings); conceptualise cases (including formulating clinical impressions, implementation and interpretation of psychological media, making diagnoses, clinical decision-making, and formulating intervention plans that address risks but also harness existing strengths and supports), referrals, report writing, (summary and full reports) feedback sessions with parents, multi-disciplinary liaison, education/guidance, for caregivers and/or school- and/or community-based stakeholders; interviewing skills, ethical issues and the rights of the client. The practice of the educational psychologist (including critical reflection on current debates relating to the psychology profession).
Module content:
Diversity in families; family life cycle development; parameters of family functioning; family resilience models for the analysis of family functioning; family therapy models problems; analysis of families with special concerns, with family-orientated intervention with regard to all these aspects as the central theme.
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