This qualification is aimed at enabling graduates to apply their skills, knowledge and expertise in scientifically promoting positive health outcomes at an individual, organisational, organisation and community level.
The programme will develop advanced skills, knowledge and expertise in identifying the determinants of health behaviour; systematically planning and implementing health promotion interventions; evaluating and diffusing these interventions; designing and conducting health promotion research and articulating policy and legislative interventions in order to promote public health. The overall aim of the programme is to provide both knowledge and skills that will enable the provision of specialist health promotion services, including research, policy and legislative interventions, to specific populations in need.
Participants are expected to meet the core learning requirements as set out in each module. In addition a review will be done of individual learning objectives to incorporate these into the course where possible. The course in embedded in a constructivist philosophy of knowledge proposing that the mind does not merely receive and process information but actively constructs knowledge both individually and through the interaction with others. For this reason the following learning principles are included:
- Bringing forth situated learning which will draw on the context that the participant either works in or hopes to work in
- Problems based learning drawing on real-life problems observed by the participants or incorporated by the co-ordinator
- Facilitating experience in the knowledge construction process where the outcome of learning is not merely to acquire knowledge and practical skills but also thinking and reflection skills.
Learners will become skilled at reflecting and evaluating their own performance and finding ways to improve it
- Encouraging exposure to multiple perspectives which increase understanding by deconstructing different views
- Participation in collaborative learning which takes place in a social context.
- Actively deconstructing notions of power and the influence this has on both the learning process and the way in which knowledge and skills are applied in the workplace.
The module outlines provided would serve as a draft that will be revisited by the learners during the attendance block. It is viewed as a dynamic document that will accommodate the specific learning needs of the group. Final assessment will also be the product of both the learners and the facilitators in agreement with minimum standards of the university and school of psychology.
Learning Outcomes of the Course:
- Comprehensive understanding of the determinants of health from an individual to socio-economic, cultural perspectives and broader influences at a macro level.
- Comprehensive understanding of the biological and psychosocial determinants of individual, interpersonal and organisational health behaviour
- Increased knowledge of how the determinants of health could/should inform planned interventions, including public policy and legislation
- Increased knowledge of the role of multiple agencies in producing health outcomes at national, regional and global levels
- Enhanced competence in utilising health promotion strategies for producing planned behaviour change at individual and community levels
- Improved knowledge of the processes and strategies pertinent to the diffusion of health promotion interventions
- Improved understanding and expertise in conducting evaluations of a broad range of health campaigns and the impact of legislation
- Improved expertise and skills in designing, conducting and reporting on health promotion research projects aimed at informing interventions
Study Block Dates
Contact Details of Staff:
Ms Ayanda Ntuli: +27-31-260-3341 firstname.lastname@example.org
Course Co-ordinators: Prof. Anna Meyer-Weitz and Dr Mthokozisi Hlengwa
|PSYC858H1||Person is the Professional (16cp)||1|
|PSYC814 H2||Research Methods in Psychology (16cp)||2|
|PSYC815H0||Health Promotion: Practice (32cp)||Year module|
|PSYC813H0||Planning & Evaluation of HP Interventions (32cp)||Year Module|
|PSYC8SDH0||Short Dissertation (96cp)||Year module|
Aim: The overall aim of the module is to enable students to apply planning frameworks, tools and strategies in the development of health promotion interventions in an African context and to develop knowledge and skills for the systematic monitoring and evaluation of these interventions.
Content: The module is concerned with the development of systematic approaches to planned behaviour change at individual, organisation, community and society levels with consideration of relevant theories including communication theories and African knowledge systems. The systematic monitoring and evaluation of interventions with a consideration of process, impact, outcome and participatory evaluation methodologies are studied as well as ways to diffuse effective interventions. Particular attention is devoted to articulating behaviour change interventions with ideology, policy, regulatory, legislative and economic imperatives for health promotion within an African context.
DP Requirements: Learners must submit all written work on time and must attend at least 80% of all lectures.
Assessment: Cumulative Assessment (50%) and 3-hour written examination (50%).
Aim: To assure students’ ability to develop, implement, evaluate and disseminate, health promotion interventions in health promoting settings.
Content: This module will enable students to demonstrate effective health promotion practice by engaging in a group project that entails a health promotion intervention in a particular setting. This will require an integration of appropriate theories, methodologies, and processes offered in the theoretical module. The specific learning outcomes of this module include the ability to conduct a situational analysis, and to develop, implement and evaluate intervention programmes in consultation with stakeholders. Specific skills necessary for working in health promotion settings, such as consultation, facilitation and training skills, are also important learning outcomes.
DP Requirements: Learners must submit all required written work.
Assessment: Cumulative Assessment 50% and group project 50% (15% individual component)
The aim of the module is to develop reflexive professionals who can provide an appropriate service to individuals, communities and to society. Collectively students construct and deconstruct social and educational worlds to contribute to a better, more nuanced understanding of learning, educational and societal processes. An evidence based personal, professional and academic portfolio is developed to be used throughout their professional career. The multidisciplinary nature of the course lends itself to embodiment of working within a team consisting of different sectors as part of the learning process.
Content: The module develops the ability of the student to be reflexive and critical by deconstructing their own life stories. The past, present as well as future are relevant. Reflexivity forms an important part of our theoretical base and is used to promote critical thinking and transformative learning. The complexity of history and transformation of the South African context we live in requires that students are prepared sufficiently to deal with complex layers in understanding behaviour and behaviour change as well as position themselves ethically. Individual stories as well as the grand narrative of our country is juxtaposed and deconstructed. The active and continuous consideration of how things potentially differ from the way they may appear to us is what leads to critical reflection. This process is often only possible through dialogue which promotes respect for difference, collaboration and connectedness.
D.P. requirements: This is 100% CAM module and requires 80% class attendance.
Assessments: Cumulative Assessment (100%)
Aim: The overall aim is to equip students with knowledge and skills in paradigmatic foundations of research, including the analysis and interpretation of data using divergent methods (qualitative and quantitative methods) in an African context.
Content: Areas covered in this module include conceptual approaches to research, ethical considerations to research, data collections techniques (focus groups, interviews, questionnaires), quantitative and qualitative analysis and the use of computer based data analysis/data management systems. Particular attention is devoted to articulating behaviour change interventions in terms of good research practices in the African region.
D.P. requirements: As per the School of Applied Human Sciences rules i.e. minimum of 40% CAM and 80% class attendance
Assessment: Cumulative Assessment (50%) and 3-hour written examination (50%).
Aim: To assure skills and expertise in designing and reporting on a sound research study where: the research problem is conceptualised clearly; appropriate theoretical and empirical literature is reviewed; methods of investigation, analysis, reporting and ethical considerations are elaborated and justified.
Content: Participants will submit a dissertation entailing the research proposal, conducting of fieldwork, analysis and interpretation of data and scientific reporting under guidance of a supervisor.
DP Requirements: Students must submit the coursework dissertation and must attend at least 80% of scheduled supervision sessions
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