Knowledge Module 01- (NQF Level 5) - Pyschopneumatic Institute

Unit 1: Epistemological Foundations of Psychopneumatic Centric Therapy
Unit Purpose: To enable learners to understand, interpret, and apply the epistemological foundations of Psychopneumatic Centric Therapy (PCT) as a Christian psychotherapeutic model grounded in Scripture and psychological insight. Learners will develop the capacity to integrate spiritual discernment, insight, and reflective inquiry as valid sources of knowledge within faith-based therapeutic practice, while maintaining professional ethical standards and respect for referral boundaries. _ Learning Outcomes: Upon completion, learners will be able to: 1. Explain the epistemological basis of Psychopneumatic Centric Therapy (PCT) and its biblical-theological foundations. 2. Identify and interpret the epistemic role of insight, perception, and revelation within the D-E-P-A framework (Prayer, Envision, Develop, Apply). 3. Critically compare faith-based and secular epistemologies in counselling practice. 4. Apply reflective discernment and prayer-based insight as part of the therapeutic knowledge process. 5. Demonstrate understanding of the limits of PCT knowledge and its professional boundaries in relation to psychiatric or clinical referrals. 6. Articulate how the integration of psychology and pneumatology (mind/spirit) produces valid, transformational knowledge outcomes within the counselling process. _ Essential Embedded Knowledge / Core Content: ● Theological epistemology: Scripture as ultimate truth. ● Psychological epistemology: Insight, perception, and cognition. ● Integrative knowledge frameworks: Mind–Spirit unity (psycho-pneumatic paradigm). ● Hermeneutical interpretation and perceptual discernment. ● Epistemic humility and ethical limitations. ● Practical theology and pastoral knowledge systems. ● African and Commonwealth contextual epistemologies. ● The role of prayer, reflection, and revelation in discernment. ● Knowledge validity: Pragmatic and transformational outcomes. ● Professional responsibility, boundaries, and referral ethics. Assessment Criteria: The learner must: 1. Produce a written reflection analyzing the epistemological foundations of PCT using Scripture and counselling examples. 2. Participate in a role-play or case study showing prayer-based discernment and knowledge integration. 3. Compare a secular counselling epistemology (e.g., humanistic or cognitive) with the PCT epistemological model. 4. Complete a short-answer test demonstrating understanding of epistemic boundaries, referral responsibility, and ethical discernment. 5. Develop a reflective journal illustrating how spiritual insight contributes to professional therapeutic reasoning.

Nature and Grounds of Knowledge
Methodological Framework (D-E-P-A Model)
Epistemic Scope and Limits
Validity and Verification of Knowledge
Comparative Epistemologies
Reflexive and Transformational Thinking
Ethical and Professional Responsibility
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
Reflection Task

Unit 2: The Psychopneumatic Therapist as a Counsellor: Character, Presence and Ethical Responsibility
Unit Purpose This Knowledge Unit equips learners with a biblical, ethical, and epistemological understanding of what it means to be a Psychopneumatic Therapist — a spiritually grounded professional whose presence, character, and practice reflect Christlike transformation. It prepares learners to function responsibly within faith-based and multicultural contexts using the D-E-P-A therapeutic framework and WHO ICD-10-AM Pastoral Intervention Codings. _____________________________________________ Learning Outcomes By the end of this module, learners should be able to: 1. Explain the epistemological foundations of Psychopneumatic Centric Therapy (PCT) and its integration of psychology and pneumatology. 2. Demonstrate understanding of the therapist’s spiritual presence as central to the therapeutic process. 3. Apply biblical and ethical principles to therapeutic relationships and decision-making. 4. Recognize the boundaries of competence and referral responsibilities within professional pastoral counselling. 5. Incorporate the WHO ICD-10-AM Pastoral Intervention Codings in spiritual and pastoral assessment contexts. 6. Reflect critically on personal growth, character formation, and spiritual vitality as a therapist. _ Essential Embedded Knowledge / Core Content ● Epistemological Roots: Integrating biblical revelation and psychological science. ● The Therapist’s Identity: Understanding self as an instrument of healing. ● Ethical and Professional Standards: Confidentiality, informed consent, and referral obligations. ● Spiritual Presence: Prayer, compassion, discernment, and Christlikeness. ● Cultural and Contextual Sensitivity: African Ubuntu philosophy and Commonwealth pluralism. ● Pastoral Intervention Codings: WHO ICD-10-AM categories for religious, pastoral counselling, and spiritual care. ● The D-E-P-A Framework: Developing spiritually intelligent, ethically responsible practice. _________________________________________ Indicative Content / Knowledge Criteria Learners must demonstrate understanding of: ● The theological and psychological basis for Psychopneumatic Therapy. ● The role of the therapist’s moral and spiritual integrity in facilitating transformation. ● How relational presence fosters trust and healing (Amos 3:3, “Can two walk together, except they be agreed?”). ● Professional ethics, including scope of practice, referrals, and supervision. ● The role of prayer, Scripture, and discernment in the counselling process. ● The relevance of cultural awareness and Ubuntu in African and Commonwealth counselling contexts. ● The application of WHO ICD-10-AM codes in documentation and therapeutic planning. Assessment Criteria Learners will be assessed on their ability to: 1. Describe the key attributes and ethical responsibilities of a Psychopneumatic Therapist. 2. Analyse case studies illustrating the therapist’s role in relational and spiritual transformation. 3. Integrate Scripture and ethical guidelines in counselling scenarios. 4. Apply appropriate WHO ICD-10-AM codings in practical case documentation. 5. Reflect in writing on personal spiritual maturity and its influence on professional practice. Assessment methods include: ● Reflective essays and journals. ● Case study analysis. ● Oral presentation on professional ethics and referrals. ● Knowledge tests and scripture-based application tasks.

Unit 3: Developing and Nurturing the Characteristics of Godly Wisdom in a Psychopneumatic Therapist
Unit Purpose This unit equips learners with the theological, ethical, and psychosocial understanding necessary to cultivate godly wisdom (James 3:17) as the foundation for therapeutic integrity, cultural responsiveness, and Christ-centred transformation. Learners will explore how godly wisdom manifests through purity, peace, gentleness, humility, mercy, good fruits, impartiality, and sincerity within Psychopneumatic Centric Therapy (PCT). ___________________________________________ Learning Outcomes By the end of this unit, learners will be able to: 1. Define and explain the biblical and ethical foundations of godly wisdom in therapeutic practice. 2. Apply the eight characteristics of godly wisdom to ethical and therapeutic decision-making. 3. Demonstrate how godly wisdom informs pastoral interventions aligned with WHO ICD-10-AM Pastoral Codes (special item). 4. Reflect on the role of godly wisdom in maintaining cultural humility, professional integrity, and spiritual discernment. 5. Integrate prayer, Scripture, and reflective practice as tools for personal growth and professional transformation. _ Essential Embedded Knowledge / Core Content ● The epistemology of godly wisdom (James 3:17; Proverbs; Pauline ethics). ● Biblical foundations for counselling ethics and pastoral discernment. ● The D-E-P-A Framework of Psychopneumatic Centric Therapy and its alignment with godly wisdom. ● WHO ICD-10-AM Pastoral Intervention Codes as tools for spiritually integrated therapy. ● The relationship between spiritual formation, self-awareness, and professional responsibility. ● The theological-psychological synthesis of wisdom in multicultural and postcolonial contexts (South Africa and Commonwealth nations). _ Indicative Content / Knowledge Criteria Learners should demonstrate understanding of: 1. The meaning and practical application of purity, peace, gentleness, openness to reason, mercy, good fruits, impartiality, and sincerity in therapy. 2. The role of godly wisdom in preventing countertransference, bias, and ethical breaches. 3. The use of Scripture and spiritual disciplines (e.g., prayer, fasting, meditation) in maintaining moral purity and discernment. 4. Contextual application of godly wisdom in post-apartheid South Africa and multicultural Commonwealth societies. 5. Integration of WHO ICD-10-AM codes within PCT’s therapeutic processes to ensure clinical and spiritual alignment. 6. How godly wisdom fosters reconciliation, inclusivity, and transformation in help-seekers’ lives. ___________________________________________ Assessment Criteria Learners will be assessed on their ability to: 1. Articulate how each of the eight characteristics of godly wisdom informs ethical counselling decisions. 2. Demonstrate application of godly wisdom in case studies reflecting multicultural and faith-based contexts. 3. Link appropriate WHO ICD-10-AM Pastoral Intervention Codes to interventions reflecting godly wisdom. 4. Compose a reflective journal demonstrating growth in godly wisdom through prayer, Scripture, and supervised practice. 5. Evaluate real or simulated counselling sessions for alignment with the principles of purity, peace, and sincerity.

Unit 4: The Psychopneumatic Centric Therapy Professional Ethics
Unit Purpose This unit equips learners with the ethical, theological, and professional competencies necessary to practice Psychopneumatic Centric Therapy responsibly and effectively within diverse cultural and denominational contexts across South Africa and the wider Commonwealth. It emphasizes integrity, confidentiality, cultural sensitivity, and the integration of biblical truth with ethical therapeutic conduct. _______________________________________ Learning Outcomes Upon completion, learners will be able to: 1. Demonstrate an understanding of professional ethics and integrity in Psychopneumatic Centric Therapy. 2. Apply ethical principles related to confidentiality, case management, and informed consent within multicultural pastoral and counselling contexts. 3. Evaluate ethical dilemmas in counselling situations through scriptural, psychological, and legal frameworks. 4. Uphold professional boundaries and manage dual relationships responsibly. 5. Integrate ethical discernment led by the Holy Spirit in therapeutic decision-making and practice. _ Essential Embedded Knowledge / Core Content ● Foundations of Christian and pastoral ethics. ● Biblical and theological bases for ethical decision-making (e.g., Amos 3:3; 1 Corinthians 7; John 14:26). ● Ethical standards in Psychopneumatic Centric Therapy (confidentiality, professional integrity, discretion, informed consent). ● Comparative ethical and legal frameworks across Commonwealth nations (e.g., POPIA, GDPR, PIPEDA). ● Cultural sensitivity, diversity, and ethical contextualization in African and Commonwealth settings. ● Spiritual-psychological ethics: guarding the integrity of both therapist and help-seeker. _ Indicative Content / Knowledge Criteria Learners must understand and articulate: 1. The concept of professional ethics as a sacred trust in PCT practice. 2. The moral, spiritual, and legal dimensions of confidentiality. 3. Ethical responsibilities in managing written, digital, and oral case information. 4. The ethics of using case material in teaching, preaching, or supervision. 5. The role of the Holy Spirit in guiding ethical discernment and pastoral conduct. 6. Cultural implications of ethical practices in diverse Commonwealth contexts. 7. Procedures for referrals, collaboration, and maintaining professional boundaries. _______________________________________ Assessment Criteria Learners will be assessed on their ability to: 1. Analyse case studies that involve ethical dilemmas and demonstrate sound ethical judgement. 2. Apply ethical principles to simulated counselling scenarios that reflect multicultural and pastoral realities. 3. Demonstrate understanding of confidentiality laws and ethical policies through written assignments. 4. Present a reflective essay on “The Role of the Holy Spirit in Ethical Counselling Practice.” 5. Participate in a group discussion or oral presentation evaluating ethical scenarios within local church or community contexts.

Unit 5: Responsibility for Referrals in Psychopneumatic Centric Therapy
Module Purpose This unit equips learners with the ethical, theological, and practical understanding of professional referrals within the Psychopneumatic Centric Therapy (PCT) framework. Learners will develop discernment in identifying cases beyond their scope of practice and build the competence to refer help-seekers responsibly, collaboratively, and compassionately. The module integrates biblical wisdom, ethical reasoning, and the WHO ICD-10-AM Pastoral Intervention Codings to ensure holistic care that aligns with both professional and Christian principles. ___________________________________________ 3. Learning Outcomes Upon completion, learners will be able to: 1. Explain the ethical and professional principles guiding referrals in Psychopneumatic Centric Therapy. 2. Identify the limits of personal competence and scope of practice in Christian counselling. 3. Apply discernment and biblical principles to determine appropriate referral decisions. 4. Demonstrate effective communication in referring help-seekers with empathy and cultural sensitivity. 5. Establish and maintain interdisciplinary referral networks across medical, legal, educational, and spiritual domains. 6. Reflect on referral as an act of ministry partnership and ethical faithfulness within the P-E-D-A framework (Prayer, Envision, Develop, Apply). _ 4. Essential Embedded Knowledge / Core Content Learners must demonstrate knowledge of: ● Ethical principles in counselling (confidentiality, competence, beneficence, non-maleficence). ● CPSC, HPCSA, ASCHP etc., and Christian professional standards of referral. ● Biblical principles of wisdom, humility, and collaboration (Amos 3:3; Proverbs 15:22; Luke 2:52). ● The P-E-D-A Framework in referral decision-making. ● WHO ICD-10-AM Pastoral Intervention Codings relevant to collaborative spiritual–psychological care. ● Cultural and denominational sensitivities in referral contexts across South Africa and Commonwealth nations. _ 5. Indicative Content / Knowledge Criteria ● The meaning and theology of “referral” in Christian therapeutic ministry. ● The ethical imperative of acknowledging one’s limits. ● Identifying red flags requiring referral (medical, psychiatric, legal, trauma-related). ● Building and maintaining interdisciplinary networks. ● Techniques for language reframing and stigma reduction during referral. ● Recording and documentation of referrals in line with data protection laws. ● Case studies of referral ethics in South Africa, Nigeria, Canada, and the UK. ● Applying WHO ICD-10-AM Pastoral Codings in documenting and classifying interventions. ___________________________________________ 6. Assessment Criteria Learners will be assessed on their ability to: 1. Accurately identify when referral is ethically or clinically required. 2. Apply biblical and ethical reasoning to justify referral decisions. 3. Demonstrate effective written and verbal referral communication. 4. Design a referral network plan relevant to their ministry or practice context. 5. Reflect critically on referral experiences in journaling and supervision reports. 6. Document interventions using correct WHO ICD-10-AM Pastoral Intervention Codes.

Unit 6: The Use of Scripture in Psychopneumatic Centric Therapy
Unit Purpose This unit equips the Psychopneumatic Therapist with an in-depth understanding of how Scripture functions as the divine and epistemological foundation for counselling and therapeutic transformation. It enables learners to interpret, apply, and integrate biblical truth within psychotherapeutic practice, ensuring that counselling interventions remain spiritually authentic, ethically grounded, and professionally aligned with holistic transformation principles. Learners will explore how Scripture reveals and restores the human condition, guides moral reasoning, renews the mind, and empowers both counsellor and help-seeker towards spiritual, emotional, and psychological wholeness. ___________________________________________ Learning Outcomes On completion of this unit, learners will be able to: 1. Explain the theological and epistemological role of Scripture in the Psychopneumatic Centric Therapy (PCT) framework. 2. Analyse how the Word of God functions as the ultimate authority and guide for human transformation, healing, and restoration. 3. Demonstrate how Scripture is applied in therapeutic settings to expose sin, renew the mind, and bring spiritual and emotional healing. 4. Integrate biblical principles with psychological insights within culturally and contextually diverse counselling environments, particularly within South Africa and other Commonwealth nations. 5. Reflect critically on personal faith development and professional ethical responsibility in using Scripture as a central counselling tool. 6. Evaluate case scenarios demonstrating the power of Scripture in facilitating transformation, reconciliation, and renewed identity in Christ. _ Essential Embedded Knowledge / Core Content ● The divine inspiration and authority of Scripture (2 Timothy 3:16–17; Hebrews 4:12). ● The theological foundations of biblical transformation (Romans 12:2; John 3:3). ● Scripture as the epistemological core of PCT: the integration of Logos and Rhema. ● The relationship between faith, revelation, and therapeutic insight. ● Ethical application of Scripture in professional counselling and psychotherapy. ● Comparative study: Scripture and modern psychology in the 21st-century Commonwealth context. ● The redemptive narrative and its therapeutic implications for trauma, guilt, and identity. ● The role of the Holy Spirit in illuminating Scripture for spiritual discernment and healing. ● Case reflections: Scripture-based counselling in multicultural and postcolonial societies (e.g., South Africa, India, Jamaica, Nigeria, Australia, and Canada). _ Indicative Content / Knowledge Criteria Learners must demonstrate knowledge and understanding of: 1. The epistemological foundation of truth in Scripture as it relates to the nature of the psyche (soul) and pneuma. 2. The distinct difference between secular psychology’s humanistic worldview and the biblical model of transformation. 3. The historical, theological, and cultural development of Scripture-based counselling (e.g., Jay Adams, Powlison, Tripp). 4. The process of conviction, confession, repentance, and renewal as key therapeutic dynamics in Scripture. 5. How the Word of God functions as mirror, lamp, compass, and healing balm in the therapeutic process. 6. The application of Scripture in diagnosing moral-spiritual conditions and prescribing restoration pathways. 7. Integrating biblical principles within ethical frameworks for diverse cultural and clinical contexts. 8. The relationship between Scripture, faith formation, and resilience in counselling outcomes. 9. The Psychopneumatic Therapist’s role in balancing biblical fidelity and professional sensitivity. ___________________________________________ Assessment Criteria Learners can: 1. Explain key biblical passages that underpin the use of Scripture in counselling and relate them to psychopneumatic principles. 2. Apply Scripture-based techniques to case studies showing spiritual and emotional transformation. 3. Analyse and contrast secular versus Scripture-based counselling models. 4. Demonstrate reflective integration of Scripture in developing a therapeutic plan for help-seekers. 5. Assess ethical dilemmas in the use of Scripture in therapy and propose biblically consistent resolutions. 6. Compile a written case reflection illustrating the transformative use of Scripture in a real or simulated counselling session. 7. Demonstrate cultural awareness and theological depth when contextualising Scripture in diverse Commonwealth counselling environments.

About Course

Knowledge Module 1- (NQF Level 5): Epistemological Foundations, The Psychopneumatic Therapist, Professional Ethics, Responsibility for Referrals and Use of Scripture in Psychopneumatic Centric Therapy

TABLE OF CONTENTS

Unit 1: Epistemological Foundations of Psychopneumatic Centric Therapy……………………….

Unit 2: The Psychopneumatic Therapist as a Counsellor…………………………………………..

Unit 3: Developing and Nurturing the Characteristics of Godly Wisdom in a Psychopneumatic Therapist…………………………………………………………………………………………

Unit 4: The Psychopneumatic Centric Therapy’s Professional Ethics…………………………

Unit 5: Responsibility for Referrals in Psychopneumatic Centric Therapy………………………

Unit 6: The Use of Scripture in Psychopneumatic Centric Therapy………………………………

Course Content

Nature and Grounds of Knowledge

Methodological Framework (D-E-P-A Model)

Epistemic Scope and Limits

Validity and Verification of Knowledge

Comparative Epistemologies

Reflexive and Transformational Thinking

Ethical and Professional Responsibility

Activity 1

Activity 2

Activity 3

Activity 4

Activity 5

Reflection Task

Activity 1

Activity 2

Activity 3

Activity 4

Reflection Task

Activity 1

Activity 2

Activity 3

Activity 4

Activity 5

Reflection Task

Activity 1

Activity 2

Activity 3

Activity 4

Activity 5

Case Study Analysis

Role-Play Exercise

Network Mapping

Reflective Journal

Scripture Integration Task

PCT Framework Application

Case Reflection

Theological Mapping

Comparative Essay

Role-play Session

Reflection Journal

Group Discussion

Practical Assignment

Student Ratings & Reviews

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