PYC4809/101/0/2024

Tutorial Letter 101/0/2024

Therapeutic Psychology
PYC4809

Year module

Department of Psychology

This tutorial letter contains important information about your module.

BARCODE
 CONTENTS

Page

1 INTRODUCTION.......................................................................................................................... 4
2 PURPOSE AND OUTCOMES ..................................................................................................... 5
2.1 Purpose........................................................................................................................................ 5
2.2 Outcomes..................................................................................................................................... 5
3 CURRICULUM TRANSFORMATION .......................................................................................... 5
4 LECTURER(S) AND CONTACT DETAILS .................................................................................. 6
4.1 Lecturer(s).................................................................................................................................... 6
4.2 Department .................................................................................................................................. 6
4.3 University ..................................................................................................................................... 6
5 RESOURCES .............................................................................................................................. 7
5.1 Prescribed book(s) ....................................................................................................................... 7
5.2 Recommended book(s) ................................................................................................................ 7
5.3 Electronic reserves (e-reserves) ...................................................................................................12
6 STUDENT SUPPORT SERVICES ..............................................................................................13
6.1 The Unisa First-Year Experience Programme .............................................................................14
7 STUDY PLAN .............................................................................................................................14
8 PRACTICAL WORK ...................................................................................................................15
9 ASSESSMENT ...........................................................................................................................15
9.1 Assessment criteria .....................................................................................................................15
9.2 Assessment plan .........................................................................................................................16
9.3 Assessment due dates ................................................................................................................16
9.4 Submission of assessments ........................................................................................................16
9.4.1 Types of assignments and descriptions .........................................................................................17
9.5 The assessments ........................................................................................................................18
9.6 Other assessment methods.........................................................................................................19
9.7 The examination..........................................................................................................................19
9.7.1 Invigilation/proctoring ..................................................................................................................19
10 ACADEMIC DISHONESTY .........................................................................................................20
10.1 Plagiarism ...................................................................................................................................20
10.2 Cheating......................................................................................................................................20
10.3 For more information about plagiarism, follow the link below: ......................................................20
11 STUDENTS LIVING WITH DISABILITIES ..................................................................................20
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12 FREQUENTLY ASKED QUESTIONS ........................................................................................ 20

13 SOURCES CONSULTED ........................................................................................................... 21
14 IN CLOSING ............................................................................................................................... 21
15 ADDENDUM ............................................................................................................................... 21

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1 INTRODUCTION
Dear Student
Unisa is a comprehensive open distance e-learning (CODeL) higher education institution. The
comprehensiveness of our curricula encapsulates a range of offerings, from strictly vocational
to strictly academic certificates, diplomas and degrees. Unisa's "openness" and its distance
eLearning character result in many students registering at Unisa who may not have had an
opportunity to enrol in higher education. Our CODeL character implies that our programmes are
carefully planned and structured to ensure success for students ranging from the under-
prepared but with potential to the sufficiently prepared.

Teaching and learning in a CODeL context involves multiple modes of delivery ranging from
blended learning to fully online. As a default position, all post graduate programmes are offered
fully online with no printed study materials, while undergraduate programmes are offered in a
blended mode of delivery where printed study materials are augmented with online teaching and
learning via the learner management system – myUnisa. In some instances, undergraduate
programmes are offered fully online as well.

Furthermore, our programmes are aligned with the vision, mission and values of the University.
Unisa's commitment to serve humanity and shape futures combined with a clear appreciation of
our location on the African continent, Unisa's graduates have distinctive graduate qualities which
include

• independent, resilient, responsible and caring citizens who are able to fulfil and serve in
multiple roles in their immediate and future local, national and global communities

• having a critical understanding of their location on the African continent with its histories,
challenges and potential in relation to globally diverse contexts

• the ability to critically analyse and evaluate the credibility and usefulness of information
and data from multiple sources in a globalised world with its ever-increasing information
and data flows and competing worldviews

• how to apply their discipline-specific knowledges competently, ethically and creatively

to solve real-life problems

• an awareness of their own learning and developmental needs and future potential

Whether a module is offered either as blended (meaning that we use a combination of printed
and online material to engage with you) or online (all information is available via the internet),
we use myUnisa as our virtual campus. This is an online system that is used to administer,
document and deliver educational material to you and support engagement with you. Look out
for information from your lecturer as well as other Unisa platforms to determine how to access
the virtual myUnisa module site. Information on the tools that will be available to engage with
the lecturer and fellow students to support your learning will also be communicated via various
platforms.
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You are encouraged to log into the module site on myUnisa regularly (that is, at least twice per
week).

Because this is a fully online module, you will need to use myUnisa to study and complete the
learning activities for this module. Visit the website for PYC4809 on myUnisa frequently. The
website for your module is: PYC4809-24-Y

We wish you every success with your studies!

2 PURPOSE AND OUTCOMES

2.1 Purpose

Our main intention with this course is to provide you with an introduction to various approaches in
therapy for counselling. We believe that our course will help you to:

• be involved in a therapeutic setting as a volunteer and thereby make a contribution to your

community
• learn about different therapeutic approaches
• gain self-insight.

To achieve these objectives, we have structured the course around the following focal points:

We require that you become involved as a volunteer in any setting where an organisation or an
individual try to help people deal with challenging life situations.

In Assignment 01, you will be required to describe the organisation which you have joined and to
discuss the nature of your proposed involvement.

2.2 Outcomes

In order to become acquainted with different therapeutic approaches, you will be required to study
some chapters of the textbook on your own. Your examination will consist only of questions set in
these chapters.

3 CURRICULUM TRANSFORMATION
Unisa has implemented a transformation charter, in terms of which the university has placed curriculum
transformation high on the teaching and learning agenda. Curriculum transformation includes student-
centred scholarship, the pedagogical renewal of teaching and assessment practices, the scholarship of
teaching and learning, and the infusion of African epistemologies and philosophies. All of these will be
phased in at both programme and module levels, and as a result of this you will notice a marked change in
the teaching and learning strategy implemented by Unisa, together with the way in which the content is
conceptualised in your modules. We encourage you to embrace these changes during your studies at Unisa
in a responsive way within the framework of transformation.

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4 LECTURER(S) AND CONTACT DETAILS
4.1 Lecturer(s)

We urge you to use the module’s dedicated email address: [email protected]

Name Telephone
number
Lecturers:
Prof Maria Papaikonomou (012) 429-8266
(Module leader)

Dr Emmanuel Tlou (012) 429-4667

Dr Vhuhwavho Nekhavhambe (012) 429-8513
Ms Tebogo Mokoena (012) 429-4111

Secretary for Honours:

Ms. Germinah Phuthi (012) 429-8309

Administrative Coordinator of Dept.

of Psychology:
Mrs Kgomotso Mabore Molepo (012) 429-6934

4.2 Department

Because of Covid-19, lecturers are working from home. Please contact your lecturer via email.

Please use your Unisa myLife email to correspond with the lecturers and administrative staff.

Always write your student number and the study-unit code at the top in the subject line of your
email.

Our telephone numbers and module e-mail address appear under section 4.1 above.

If you cannot get hold of any particular lecturer in his or her office, phone the secretary Ms.
Germinah Phuthi on (012) 429 - 8309.

Office phones have been routed to Microsoft teams and will be answered during office hours if we
are available.

To dial a number from Teams, go to Calls, click Dial a number, and then enter the number of the
person you want to reach.

Departmental physical address: Winnie Madikizela-Mandela Building, 5th floor, Room 5-52.

4.3 University

If you need to contact Unisa about matters not related to the content of this module, please consult
the brochure Study @ Unisa, which you should have received with your study material. In this
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document, you will find the contact details of various administrative departments. If you have
access to the Internet, you can find this brochure on myUnisa under the “Resources” option.

E-mail is the most efficient way of contacting the teaching team. This only applies to enquiries
of an academic nature. Please direct administrative enquiries appropriately. You can also contact
your lecturers for this module via the myUnisa system. When you send an e-mail, please remember
to provide your personal details (e.g., name and student number) and the module code (PYC4809).
Unfortunately, no study material can be sent to students by e-mail. You are also not allowed to e-
mail your assignments or the portfolio to the University.

Please note that you must only use your myLife e-mail address when communicating with
the university. Make sure that it is activated.

E-mail address: [email protected]

Online address: http://my.unisa.ac.za
Unisa website: http://www.unisa.ac.za

Contact addresses of the various administrative departments appear on the Unisa website:
http://www.unisa.ac.za/sites/corporate/default/Contact-us/Student-enquiries.

Please include the student number in all correspondence.

5 RESOURCES
5.1 Prescribed book(s)

Corey, G.T. (2021). Theory and practice of counseling and psychotherapy: A South African
Perspective (3rd ed). Cengage.

Buy or order the prescribed book immediately. If you wait too long, you may have difficulty obtaining
it and may be unable to prepare for the examination.

Please consult the list of official booksellers and their addresses in Study @ Unisa

If you have any difficulty obtaining books from these booksellers, please contact the Prescribed
Book Section as soon as possible at the telephone number (012) 429-4152 or email address:
[email protected].

5.2 Recommended book(s)

Please try to read as much as possible before you decide which therapeutic approach you are
going to study in-depth.

PSYCHOANALYTIC APPROACH

Books
Berzoff, J., Flanagan, L.M., & Hertz, P. (1996). Inside out and outside in. London: Jason Aronson.

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Hazel, J. (Ed.) (1994). Personal relations therapy: The collected papers of H.J.S. Guntrip. London:
Jason Aronson.

Klein, M. (1997). Envy and gratitude. London: Tavistock.

Mosak, H.H., & Maniacci, M.P. (1999). Primer of Adlerian Psychology. New York: Brunner/
Routledge (Taylor & Francis Group).

Journal article
Scharff, D.E., & Birtles, E.F. (1997). From instinct to self. The evolution and implications of W.R.D.
Fairbairn's theory of object relations. International Journal of Psychoanalysis, 78(6), 1085-1103.

EXISTENTIAL THERAPY

Books
Bugental, J.F.T. (1999). Psychotherapy isn’t what you think: Bringing the psychotherapeutic
engagement into the living moment. Phoenix, AZ: Zeig, Tucker, & Co.

Deurzen-Smith, E. van (1998). Paradox and passion in psychotherapy: An existential approach to

therapy and counselling. Chichester, UK: Wiley.

PERSON-CENTERED THERAPY

Books
Cain, D.J., & Seeman, J. (Eds.). (2002). Humanistic psychotherapies: Handbook of research and
practice. Washington, DC: American Psychological Association.

Hubble, M.A., Duncan, B.L., & Miller, S.D. (Eds.). The heart and soul of change: What works in
therapy. Washington, DC: American Psychological Association.

GESTALT THERAPY

Books
Cain, D.J., & Seeman, J. (Eds.). (2002). Humanistic psychotherapies: Handbook of research and
practice. Washington, DC: American Psychological Association.

Polster, E., & Polster, M. (1999). From the radical Center: The heart of Gestalt therapy.
Cambridge, MA: Gestalt Institute of Cleveland Press.

BEHAVIOUR THERAPY

Books
Kazdin, A.E. (2001). Behavior modification in applied settings (6th ed.). Pacific Grove, CA:
Brooks/Cole.

Miltenberger, R.G. (2004). Behavior modification: Principles and procedures (3rd ed.). Pacific
Grove, CA: Brooks/Cole.

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COGNITIVE BEHAVIOUR THERAPY

Books
Dattilio, F.M., & Freeman, A. (Eds.). (2000). Cognitive-behavioral strategies in crisis intervention
(2nd ed.). New York: Guilford Press.

Leahy, R.L., & Dowd, E.T. (Eds.). (2002). Clinical Advances in cognitive psychotherapy: Theory
and application. New York: Springer.

REALITY THERAPY

Books
Glaser, W. (2000) Counseling with choice theory: The new reality therapy. New York:
Harper/Collins.

Wubbolding, R.E. (2000). Reality therapy for the 21st century. Muncie, IN: Accelerated
Development (Taylor & Francis).

POSTMODERN APPROACHES

Books
Bertolino, B., & O’Hanlon, B. (2002). Collaborative, competency-based counseling and therapy.
Boston: Allyn & Bacon.

Prochaska, J.O., & Norcross, J.C. (2003). Systems of psychotherapy: A trans-theoretical analysis
(5th ed.). Pacific Grove, CA: Brooks/Cole.

MULTICULTURAL THERAPY

Books
Ivey, A.E., Ivey, M.B., & Simek-Morgan, L. (1997). Counselling & psychotherapy: A multicultural
perspective. Boston: Allyn & Bacon.

Pedersen, P.B., Draguns, J.G., Lonner, W.J., & Trimmble, J.E. (Eds.). (1996). Counselling across
cultures. California: Sage.

Sue, D.W., & Sue, D. (1999). Counselling the culturally different. Canada: John Wiley & Sons.

Sue, D.W., & Sue, D. (2003). Counselling the culturally diverse. New York: Wiley.

Journal articles
Fischer, A.R., Jome, L.M., & Atkinson, D.R. (1998). Reconceptualising multicultural counselling:
Universal healing conditions in a culturally specific context. The Counselling Psychologist, 26(4),
525-588.

Jenkins, A.H. (1990). Dynamics of the relationship in clinical work with African-American clients.
Group, 14(1), 36-43.

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GROUP PSYCHOTHERAPY

Books
Corey, G. (2004). Theory and practice of group counseling (6th ed.). Belmont, CA: Brooks/Cole.

Yalom, I.D. (1985 or later editions). The theory and practice of group psychotherapy. New York:
Basic Books.

Journal article
Llewelyn, S.P., & Haslett, A.N.J. (1996). Factors perceived as helpful by the members of self-help
groups: An exploratory study. British Journal of Guidance and Counselling, 14(3), 252-262.

IMPROVISATIONAL THERAPY

Books
Keeney, B.P. (1990). Improvisational therapy. A practical guide for creative clinical strategies. St.
Paul: Systemic Therapy Press.

Keeney, B.P. (1996). Everyday soul. New York: Riverhead Books.

STRATEGIC AND NARRATIVE THERAPIES

Books
Barker, P. (1986). Basic family therapy (2nd ed.). London: Collins. (Or any other edition.)

Becvar, D.S., & Becvar, R.J. (1996). Family therapy: A systemic integration (3rd ed.). Needham
Heights, MA: Allyn & Bacon. (Or any other edition.)

Epston, D. (1998). ‘Catching up’ with David Epston: A collection of narrative practice-based papers
published between 1991 & 1996. Adelaide: Dulwich Centre Publications.

Freedman, J. (1996). Narrative therapy: The social construction of preferred realities. New York:
Norton.

Hansen, J.C., Stevic, R.R., & Warner, R.W. (1986). Counselling: Theory and process (4th ed.).
New York: Allyn & Bacon. (Or any other edition.)

Jenkins, A. (1990). Invitations to responsibility: The therapeutic engagement of men who are violent
and abusive. Adelaide: Dulwich Centre Publications.

Morgan, A. (1999). Once upon a time: Narrative therapy with children and their families. Adelaide:
Dulwich Centre Publications.

White, C. (1998). Introducing narrative therapy: A collection of practice-based writings. Adelaide:

Dulwich Centre Publications.

White, M. (1990). Narrative means to therapeutic ends. New York: Norton.

White, M. (1995). Re-authoring lives: Interviews and essays. Adelaide: Dulwich Centre
Publications.

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EMOTIONALLY FOCUSSED THERAPY

Books
Bowlby, J. (1998). Attachment and loss, vol 2. Separation. New York: Basic Books.

Johnson, S.M., & Greenberg, L.S. (1995). The emotionally focused approach to problems in adult
attachment. In N.S. Jacobson & A.S. Gurman (Eds.), Clinical handbook of couples therapy (pp.
121-141). New York: Guilford Publications.

Journal articles
Greenberg, L.S., Ford, C., Alden, L., & Johnson, S.M. (1993). In-session change in emotionally
focused therapy. Journal of Consulting and Clinical Psychology, 61, 78-84.

Johnson, S.M., & Lebow, J. (2000). The coming of age of couple therapy: A decade review. Journal
of Marital and Family Therapy, 26, 23-38.

TRANSACTIONAL ANALYSIS

Books
Berne, E. (1964). Games people play: The psychology of human relationships. Middlesex: Penguin
Books.

Journal articles
Novey, T.B. (1999). The effectiveness of transactional analysis. Transactional Analysis Journal,
29(1),18-30.

Schlegel, L. (1998). What is transactional analysis. Transactional Analysis Journal, 28(4), 269-287.

Waldekranz-Piselli, K.C. (1999). What do we do before we say hello? The body as the stage setting
for the script. Transactional Analysis Journal, 29(1), 31-48.

MILAN FAMILY THERAPY

Books
Boscolo, L. (1987). Milan systemic family therapy. Conversations in theory and practice. New York:
Basic Books.

Gelcer, E., McCabe, A., & Smith-Resnick, C. (1990). Milan family therapy: Variant and invariant
methods. Northvale, NJ: Aronson.

Selvini-Palazzoli, M., Boscolo, L., Cecchin, G., & Prata, G. (1978). Paradox and counterparadox.
New York: Aronson.

TRAUMA COUNSELLING

Book
James, R.K., & Gilliland, B.E. (2005). Crisis intervention strategies. Belmont: Thomson,
Brooks/Cole.

Recommended books can be requested online, via the library catalogue.

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5.3 Electronic reserves (e-reserves)

ELECTRONIC RESERVES ARTICLE LIST

PYC4809 2024

First Author Year Title Journal/Publication Volume Pages

Boss, P 2012 The myth of closure Family Process 51(4) 456-469

Hill, C. E. 2012 Shopping around for theories for counseling The Counseling 40(7) 1061-
psychology practice: Reaction. Psychologist 1069

Jacobson, 2012 Interpersonal psychotherapy for depressed American Journal of 66(4) 349-374
C.M adolescents adapted for self-injury (IPT-ASI): Psychotherapy
Rationale, overview, and case summary.

Klinger, R.S., 2012 It’s too late to apologise: Therapist embarrassment The Counseling 40(4) 554-574
and shame. Psychologist

McMahon, M. 2012 Examining process constructs of narrative career British Journal of Guidance 40(2) 127-141
counselling: An exploratory case study and Counselling

Peterson, 2011 Short-term psychoanalytic psychotherapy: A American Journal of 65(3) 193-204

C.A. construction zone. Psychotherapy

Seshadri, G 2013 How couples manage interracial and intercultural Journal of Marital and 39(1) 43-58
differences: Implications for clinical practice Family Therapy

Terr, L.C 2012 Five analogies between a kings speech treatment American Journal of 66(3) 243-258
and contemporary play therapies Psychotherapy

Zinck, K. E., 2013 Hope inspiration among people living with HIV/AIDS: Journal of Mental Health 35(1) 60-75
Theory and implications for counselors. Counseling

E-reserves can be downloaded from the library webpage Find e-reserves. More information is
available at: http://oasis.unisa.ac.za/search/r

5.4 Library services and resources

The Unisa Library offers a range of information services and resources. The library has
created numerous library guides, available at http://libguides.unisa.ac.za

Recommended guides :

• For brief information on the library, go to https://www.unisa.ac.za/library/libatglance

• For more detailed library information, go
to http://www.unisa.ac.za/sites/corporate/default/Library
• Frequently Asked Questions,
visit https://www.unisa.ac.za/sites/corporate/default/Library/Frequently-Asked-Questions
• For research support and services such as the Personal Librarian service and the
Information Search Librarian's Literature
Search Request (on your research topic) service,
visit http://www.unisa.ac.za/sites/corporate/default/Library/Library-services/Research-support.

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• For library training for undergraduate

students, visit https://www.unisa.ac.za/sites/corporate/default/Library/Library-
services/Training
• Lending Services https://www.unisa.ac.za/sites/corporate/default/Library/Library-
services/Lending-services
• Services for Postgraduate students
- https://www.unisa.ac.za/sites/corporate/default/Library/Services-for-Postgraduates
• Support and Services for students with disabilities
- https://www.unisa.ac.za/sites/corporate/default/Library/Services-for-students-with-
special-needs
• Library Technology Support -https://libguides.unisa.ac.za/techsupport
• Finding and using library resources and tools -http://libguides.unisa.ac.za/Research_skills
• A–Z list of library databases – https://libguides.unisa.ac.za/az.php

Important contact information:

• Technical problems encountered in accessing library online services: [email protected]
• General library-related queries: [email protected]
• Queries related to library fines and payments: [email protected]
• Interlibrary loan service for postgraduate students: [email protected]
• Literature Search Service: [email protected]
• Social media channels: Facebook: UnisaLibrary and Twitter: @UnisaLibrary

6 STUDENT SUPPORT SERVICES

The Study @ Unisa brochure is available on myUnisa: www.unisa.ac.za/brochures/studies

This brochure contains important information and guidelines for successful studies through Unisa.

If you need assistance with regard to the myModules system, you are welcome to use the following
contact details:

• Toll-free landline: 0800 00 1870 (Select option 07 for myModules)

• E-mail: [email protected] or [email protected]

You can access and view short videos on topics such as how to view your calendar, how to
access module content, how to view announcements for modules, how to submit assessment
and how to participate in forum activities via the following link: https://dtls-
qa.unisa.ac.za/course/view.php?id=32130

Registered Unisa students get a free myLife e-mail account. Important information, notices and
updates are sent exclusively to this account. Please note that it can take up to 24 hours for your
account to be activated after you have claimed it. Please do this immediately after registering
at Unisa, by following this link: [email protected]

Your myLife account is the only e-mail account recognised by Unisa for official correspondence
with the university and will remain the official primary e-mail address on record at Unisa. You
remain responsible for the management of this e-mail account.

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6.1 The Unisa First-Year Experience Programme

Many students find the transition from school education to tertiary education stressful. This is also true in
the case of students enrolling at Unisa for the first time. Unisa is a dedicated open distance and e-learning
institution, and it is very different from face-to-face/contact institutions. It is a mega university, and all our
programmes are offered through either blended learning or fully online learning. It is for this reason that we
thought it necessary to offer first-time students additional/extended support to help them seamlessly
navigate the Unisa teaching and learning journey with little difficulty and few barriers. We therefore offer a
specialised student support programme to students enrolling at Unisa for the first time – this is Unisa’s First-
Year Experience (FYE) Programme, designed to provide you with prompt and helpful information about
services that the institution offers and how you can access information. The following FYE services are
currently offered:

FYE Website Email Support

www.unisa.ac.za/FYE [email protected]

FYE1500
Post
myUnisa; Study
Registration
Referrals to Skills; Academic &
Orientation Digital Literacies;
other support
services i.e. etc
Counselling;
Reading & Writing
workshops

To ensure that you do not miss out on important academic and support communication from
the SRU, please check your myLife inbox regularly.

7 STUDY PLAN
Use Study @ Unisa brochure for general time management and planning skills.

The syllabus for this module is the following:

Chapter 2: The Counselor: Person and Professional

Chapter 3: Ethical Issues in Counselling Practice

Chapter 6: Existential Therapy

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Chapter 7: Person-centered Therapy

Chapter 8: Gestalt Therapy

Chapter 9: Behaviour Therapy

Chapter10: Cognitive Behavior Therapy

Chapter 11: Reality Therapy

Chapter 13: Postmodern Approaches

In Assignment 02 you will be required to discuss any of the above therapeutic approaches in
depth. You will also be asked to discuss how the approach of your choice contributed to your self-
understanding.

8 PRACTICAL WORK
You are required to do volunteer work in any organisation which deals with people. It is up to you
how much time you will spend at the organisation. If you require an estimate one to two hours a
week, until the end of Assignment 02, will be fine.

9 ASSESSMENT
9.1 Assessment criteria

Specific outcomes and assessment criteria

Specific outcome Assessment criteria

1.1 write an assignment discussing a therapeutic

Apply theories of psychological approach of their choice and apply the theory to
therapeutic approaches to specific the setting of their voluntary work and also to their
1 contexts, e.g., the setting of their own self-insight.
voluntary work and to their own self- 1.2 report on their experiences in the voluntary setting
insight. and indicate how this contributed to their self-
insight.

Knowledge and critical evaluation of 2.1 understand and explain one or more of the
a range of therapeutic approaches. approaches in detail, attending to key concepts,
2
therapeutic process, therapeutic techniques and
procedures – discussed in a critical way.
Applying the knowledge of
various therapeutic approaches 3.1 demonstrate the ability to apply the key
3 to case studies. concepts, therapeutic process, therapeutic
techniques and procedures to case studies.

4.1 assessing themselves with regard to the

Be aware of the knowledge, skills, characteristics, competencies, values of effective
4 characteristics of effective
counsellors and take some action to develop
counsellors, enabling them to
these in themselves.
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 maintain effective therapeutic
relationships.

5.1 using the knowledge of the various therapeutic

Having multicultural perspectives of approaches, discussing each approach critically
the various therapeutic approaches. through a multicultural perspective.
5
5.2 evaluate the outline and basic principles of a
therapeutic approach critically in terms of a
multicultural perspective.
6.1 demonstrate knowledge of the implications and
Demonstrating profound knowledge
of ethical issues in counselling ethical responsibilities of a counsellor.
6 practice. 6.2 answering questions in assignments and
examinations with regard to aspects of ethical
decision making in therapeutic situations.

9.2 Assessment plan

• To complete this module, you will be required to submit two assessments.

• All information about when and where to submit your assessments will be made available
to you via the myModules site for your module.
• Due dates for assessments, as well as the actual assessments are available on the
myModules site for this module.
• To gain admission to the examination, you will be required to submit two assignment/s.
• The assignment weighting for the module is 30%.
• You will receive examination information via the myModules sites. Please watch out for
announcements on how examinations for the modules for which you are registered will be
conducted.
• The examination will count 70% towards the final module mark.

9.3 Assessment due dates

• There are no assignment due dates included in this tutorial letter.

• Assignment due dates will be made available to you on the myUnisa landing page for this
module. We envisage that the due dates will be available to you upon registration.

• Please start working on your assessments as soon as you register for the module.

• Log on to the myUnisa site for this module to obtain more information on the due dates for
the submission of the assessments.

9.4 Submission of assessments

• Unisa, as a comprehensive open distance e-learning institution (CODeL), is moving towards

becoming an online institution. You will therefore see that all your study material,
assessments and engagements with your lecturer and fellow students will take place online.
We use myUnisa as our virtual campus.

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• The myUnisa virtual campus will offer students access to the myModules site, where
learning material will be available online and where assessments should be completed. This
is an online system that is used to administer, document, and deliver educational material
to students and support engagement between academics and students.

• The myUnisa platform can be accessed via https://my.unisa.ac.za. Click on the myModules
2024 button to access the online sites for the modules that you are registered for.

• The university undertakes to communicate clearly and as frequently as is necessary to

ensure that you obtain the greatest benefit from the use of the myModules learning
management system. Please access the announcements on your myModules site
regularly, as this is where your lecturer will post important information to be shared with you.

• When you access your myModules site for the module/s you are registered for, you will
see a welcome message posted by your lecturer. Below the welcome message you will see
the assessment shells for the assessments that you need to complete. Some assessments
may be multiple choice, some tests, others written assessments, some forum discussions,
and so on. All assessments must be completed on the assessment shells available on the
respective module platforms.

• To complete quiz assessments, please log on to the module site where you need to
complete the assessment. Click on the relevant assessment shell (Assessment 1,
Assessment 2, etc.). There will be a date on which the assessment will open for you. When
the assessment is open, access the quiz online and complete it within the time available to
you. Quiz assessment questions are not included in this tutorial letter (Tutorial Letter 101),
and are only made available online. You must therefore access the quiz online and complete
it online where the quiz has been created.

• It is not advisable to use a cell phone to complete the quiz. Please use a desktop computer,
tablet or laptop when completing the quiz. Students who use a cell phone find it difficult to
navigate the Online Assessment tool on the small screen and often struggle to navigate
between questions and successfully complete the quizzes. In addition, cell phones are more
vulnerable to dropped internet connections than other devices. If at all possible, please do
not use a cell phone for this assessment type.

• For written assessments, please note the due date by which the assessment must be
submitted. Ensure that you follow the guidelines given by your lecturer to complete the
assessment. Click on the submission button on the relevant assessment shell on
myModules. You will then be able to upload your written assessment on the myModules site
of the modules that you are registered for. Before you finalise the upload, double check that
you have selected the correct file for upload. Remember, no marks can be allocated for
incorrectly submitted assessments.

9.4.1 Types of assignments and descriptions

All assignments are defined as either optional, mandatory, compulsory, or elective.

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 • Elective assignments
- If not submitted, the student gets no mark for this item.
- The best of the required submissions will count.
• Mandatory assignments
- If not submitted, the student gets no mark for this item.
• Compulsory assignments
- If not submitted, the result on the student’s academic record will be absent.
• Optional assignments
- You are encouraged as a student to do optional assignment so that it may benefit your
learning.

I. Elective assignments
a. the student is given a choice of which assignments within an identified group to submit,
only the best result(-s), the number of which is specified in advance, will contribute
towards the year mark.
b. elective assignments must also be grouped into an elective group.
c. for the student to select which assignment to submit, the elective assignments must be
grouped together. For such an elective group, relevant information must be provided to
the student, such as how many of the assignments must be submitted and how many of
the assignment marks should be combined into the year mark.
d. The selection criteria define how marks received for assignments in an elective group
are to be combined into the year mark. Three different criteria may be used for
calculating the year mark:
• The best mark should be used, or
• If the student submits fewer than the required number of assignments per group or
no assignment in a group, a mark of 0% will be used.
• 0% is awarded to all non-submitted or unmarked assessments. A best mark is then
calculated from all items.

II. Mandatory assignments

a. contribute to the year mark.
b. If a student fails to submit a mandatory assignment, no mark is awarded and the year
mark is calculated accordingly. The student will therefore forfeit the marks attached to
this assignment when the final mark for the module is calculated.
III. Compulsory Assessment
a. when not submitted, the student will fail a Continuous Assessment module but will be
shown as absent from the examination in the case of other modules.

IV. Optional assignments – You are encouraged as a student to do optional assignment so

that it may benefit your learning.

9.5 The assessments

As indicated in section 9.2, you need to complete two formative assessments and one summative
assessment (exam portfolio) for this module.

There are no assignments included in this tutorial letter. Assignments and due dates will be
made available to you on myModules for this module. We envisage that the due dates will be
available to you upon registration.

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 PYC4809/101/0/2024

9.6 Other assessment methods

None

9.7 The examination

Examination information and details on the format of the examination will be made available to you
online via the myUnisa site. Look out for information that will be shared with you by your lecturer
and e-tutors (where relevant) and for communication from the university.

9.7.1 Invigilation/proctoring

Since 2020 Unisa conducts all its assessments online. Given stringent requirements from
professional bodies and increased solicitations of Unisa’s students by third parties to unlawfully
assist them with the completion of assignments and examinations, the University is obliged to
assure its assessment integrity through the utilisation of various proctoring tools: Turnitin, Moodle
Proctoring, the Invigilator App and IRIS. These tools will authenticate the student’s identity and flag
suspicious behaviour to assure credibility of students’ responses during assessments. The
description below is for your benefit as you may encounter any or all of these in your registered
modules:

Turnitin is a plagiarism software that facilitates checks for originality in students’ submissions
against internal and external sources. Turnitin assists in identifying academic fraud and ghost
writing. Students are expected to submit typed responses for utilisation of the Turnitin software.

The Moodle Proctoring tool is a facial recognition software that authenticates students’ identity
during their Quiz assessments. This tool requires access to a student’s mobile or laptop camera.
Students must ensure their camera is activated in their browser settings prior to their assessments.

The Invigilator “mobile application-based service does verification” of the identity of an

assessment participant. The Invigilator Mobile Application detects student dishonesty-by-proxy and
ensures that the assessment participant is the registered student. This invigilation tool requires
students to download the app from their Play Store (Google, Huawei and Apple) on their mobile
devices (camera enabled) prior to their assessment.

IRIS Invigilation software verifies the identity of a student during assessment and provides for
both manual and automated facial verification. It has the ability to record and review a student’s
assessment session. It flags suspicious behaviour by the students for review by an academic
administrator. IRIS software requires installation on students’ laptop devices that are enabled with
a webcam.

Students who are identified and flagged for suspicious dishonest behaviour arising from the
invigilation and proctoring reports are referred to the disciplinary office for formal proceeding.

Please note:

Students must refer to their module assessment information on their myModule sites to determine
which proctoring or invigilation tool will be utilised for their formative and summative assessments.

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 10 ACADEMIC DISHONESTY
10.1 Plagiarism
Plagiarism is the act of taking the words, ideas and thoughts of others and presenting them as your
own. It is a form of theft. Plagiarism includes the following forms of academic dishonesty:

• Copying and pasting from any source without acknowledging the source.
• Not including references or deliberately inserting incorrect bibliographic information.
• Paraphrasing without acknowledging the original source of the information.
10.2 Cheating
Cheating includes, but is not limited to, the following:

• Completing assessments on behalf of another student, copying the work of another

student during an assessment, or allowing another student to copy your work.
• Using social media (e.g. WhatsApp, Telegram) or other platforms to disseminate
assessment information.
• Submitting corrupt or irrelevant files as per examination guidelines
• Buying completed answers from so-called “tutors” or internet sites (contract cheating).
10.3 For more information about plagiarism, follow the link below:
https://www.unisa.ac.za/sites/myunisa/default/Study-@-Unisa/Student-values-and-rules

11 STUDENTS LIVING WITH DISABILITIES

The Advocacy and Resource Centre for Students with Disabilities (ARCSWiD) provides an
opportunity for staff to interact with first-time and returning students with disabilities.
If you are a student with a disability and would like additional support or need additional time for
assessments, you are invited to contact (Prof M Papaikonomou [email protected]) to discuss
the assistance that you need.

12 FREQUENTLY ASKED QUESTIONS

Question: Can lecturers assist me with my enrolment?
Answer: No. Lecturers are not able to negotiate on your behalf with the University regarding
administrative problems with your enrolment.

Question: How do I know the University has received my assignment?

Answer: You can track your assignment on the myUnisa webpage.

Question: Can I ask for an extension of the closing date if I have special circumstances?
Answer: The system does not allow for late assignments, so the closing date cannot be extended
under any circumstances.

Question: What if my assignments exceed the number of pages/words that I am allowed to write.
Answer: One of the purposes of assignments is to see if you can summarise your work and
organise your thoughts in such a way that you do not need more space to make your point. You
need to be able to take only the most relevant information from your book to answer the question.

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Always convert your document into PDF format before submitting it. Also, double-check that you
have uploaded all your files and check the progress of your assignment via myUnisa.

13 SOURCES CONSULTED
None.

14 IN CLOSING
We hope that you will enjoy this module and wish you a happy year of studying.

Best wishes

Your PYC4809 team

15 ADDENDUM
None

©
Unisa 2024

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