Interdisciplinary Advanced Programme in Mental Health and Addiction - Full Time Programme description

The Interdisciplinary Advanced Programme in Mental Health and Addiction is based on the regulations on ‘National guidelines for tverrfaglig videreutdanning i psykisk helse-, rus- og avhengighetsarbeid’ (the Ministry of Education and Research, 2022).

The programme is offered as a full-time study over one year and a part-time study over two years. Completion of the programme grants 60 study credits/ECTS.The education aims to qualify students for preventive, therapeutic, and rehabilitative work within municipal health, social, and welfare services, mental health care, and interdisciplinary specialised substance abuse treatment (TSB).The education is research-based, practice-based, and experience-based, and meets society's demands for equitable and knowledge-based services. This entails upholding human rights, participation and development opportunities in society, and promoting good mental and physical health for individuals with mental health, substance use, and/or addiction problems.Throughout the education, the aim is to promote attitudes that form the basis for equitable services for majority and minority cultures, as well as linguistically and culturally adapted services. Students should critically reflect on power relations and be empowered to actively work to avoid abuse of power.The education provides in-depth competence in communication and interaction with individuals with mental health, substance use, and/or addiction problems and emphasises how these issues are contextualised phenomena. Upon completion of the education, students should be able to facilitate relationships that promote help and support, as well as be important contributors, coordinators, and leaders for collaborative and interdisciplinary services.The education emphasises an approach to individuals, their families, and networks that considers their life situations, experiences, and resources, as well as their linguistic and cultural background. Students acquire important competence in understanding how individual mental health, substance use, and addiction problems are embedded in a societal context, and in collaborating with other partners.Upon completion of the education, students should be able to engage with research in the field and make independent professional assessments and decisions in collaboration with the individuals primarily concerned, their families, networks, and other stakeholders in health, social, and welfare services.Further studies and working lifeThe education qualifies for positions in mental health, substance abuse, and addiction work in a wide range of areas in society. Upon completion of the education, candidates should be able to contribute to service development, planning, and systematic quality improvement processes.The further education corresponds to the first 60 study credits of the Master's Programme in Health Sciences, specialising in mental health and addiction at OsloMet, and can be integrated into this master's programme.

The target group for the study programme is social workers, developmental therapists, child welfare educators, nurses, physiotherapists, or occupational therapists who wish to deepen their professional knowledge in mental health, substance abuse, and addiction work.

In addition, applicants with other minimum three-year university or college education, and a minimum of one year of relevant professional experience, may qualify for admission. See admission requirements.

Admission to the programme is in accordance with the Regulations relating to Admission to Studies at OsloMet - Oslo Metropolitan University and regulations on ‘National guidelines for tverrfaglig videreutdanning i psykisk helse-, rus- og avhengighetsarbeid’ (the Ministry of Education and Research, 2022).

• A bachelor's degree or an equivalent degree which gives the occupational title of Social Worker, Social Educatorist, Child Wealfare Worker, Nurse, Physiotherapist or Occupational Therapist.
• For applicants with a different three-year bachelor's degree in health and social sciences, psychological sciences, public health, teacher education, educational sciences, sports sciences, or police education, a minimum of 1 year of relevant professional experience is also required. Relevant professional experience is work within mental health, substance abuse, and addiction work after completing education, which must be documented in the application.

Transcript of police records

Applicants who are admitted to the programme must submit a transcript of police records, cf. the Regulations for admission to higher education, Chapter 6.

A candidate who has completed the Interdisciplinary Advanced Programme in Mental Health and Addiction has the following overall learning outcomes defined as knowledge, skills, and general competence(starred (*) outcomes also apply to the specialisation in Mental Health and Addiction in the Master's Programme in Health Sciences):

KnowledgeThe candidate has:

• in-depth knowledge of perspectives, concepts, and theories related to the description and understanding of mental health and addiction
• in-depth knowledge of communication, relationships, and interaction in prevention, treatment, rehabilitation, and habilitation in mental health and addiction*
• advanced competence in mental health in different societal groups, as well as in factors that promote inclusion and participation*
• advanced knowledge of the interaction between biological, psychological, social, and cultural factors with relevance to mental health and addiction*
• advanced knowledge of scientific theories and research methods related to mental health, mental disorders, and mental health and addiction
• in-depth knowledge of how the organisation of health services can hinder or promote mental health and addiction
• in-depth knowledge of ethics, human rights, and relevant legislation within mental health and addiction

SkillsThe candidate can:

• analyse and critically reflect on theories, methods, and interpretations related to mental health and addiction
• analyse and apply theoretical knowledge of communication, relationships, and collaboration in mental health and addiction
• possess advanced skills that include ethical reflection, awareness of one's own preconceptions, as well as users' and relatives' competence*
• facilitate interdisciplinary collaboration in the practice of mental health and addiction

General Competence

The candidate can:

• analyse and reflect on ethical issues related to the profession, occupation, and research
• apply their knowledge and skills to coordinate services, lead interdisciplinary teams, and facilitate collaboration across groups, sectors, services, and agencies
• plan, implement, and evaluate measures for individuals, families, networks, and communities that promote knowledge and development related to mental health and addiction, substance abuse, and addiction work
• contribute to innovation and professional development, as well as carry out and evaluate professional development projects based on research-based, practice-based, and experience-based knowledge

The work and teaching methods shall facilitate the integration of knowledge, skills and competence in order to help achieve the greatest possible transfer value to professional practice. Emphasis is therefore placed on using a variety of work methods and alternating between theoretical studies and practical training. The course plan specifies the applicable methods for each course.

Teaching activities should stimulate active learning and engagement. A good learning outcome is dependent on the students' own effort, cooperation with fellow students and individual work. Different types of digital technology are used in the programme to stimulate student-active learning and collaboration. Digital learning resources in the form of film clips, podcasts, academic texts, learning pathways, articles and interactive assignments are used in the programme.

The students will receive follow-up throughout the programme in the form of supervision and feedback. In some cases the students will assess each other's work and provide feedback. Such feedback may be provided in writing, orally or as a combination of both. More detailed descriptions of the most common work and teaching methods used in the programme are provided below.

LecturesLectures are used for introduction, inspiration, or in-depth learning in conjunction with other teaching methods. Most lectures are held in Norwegian, but might also take place in English.

Study groups

The students work with assignments while supervised by the lecturer. Academic discussions and assignments are carried out and solved in cooperation with other students. Group work is intended to support the learning of subject matter and at the same time provide training in cooperation, interaction and communication skills.

Seminars

The seminars will focus on student-active work methods. During the seminars, students will work on various topics and on developing their own relational competence and their competence to provide care. The seminars are intended to give the students an opportunity to practise presenting topics, develop critical thinking and provide constructive feedback. In some seminars, students will practise their relational skills through e.g. roleplay and exercises.

Supervision

The students will attend supervision groups. Sessions will focus on sharing and reflecting on their experience from practical training. The students will work on integrating theoretical knowledge and practical experience. The students will work on integrating theoretical knowledge and relating it to the practice of mental health care.

Self-study

Students are expected to acquire this knowledge through self-study. Students come to this programme with different preconditions for learning, and self-study enables them to prioritise topics and areas they want to focus more on. Self-study also helps to encourage independent activity and reflection.

The field of practice is an essential qualification arena for acquiring action competence in the specialisation. Through practical training, the students further develop their communication and interaction skills and develop an important basis for theoretical analysis and discussion.

Supervision and assessment

Practical training is supervised. Pursuant to the Act relating to Universities and University Colleges, the university is responsible for the final assessment of the student. Reference is also made to the Regulations relating to Studies and Examinations at OsloMet – Oslo Metropolitan University.

Detailed information about practical training

For more detailed information about attendance requirements, scope, the practical training arena, and other details related to practical training, see the course description MAPSYPRA20 Relation, Communication and Interaction, 10 credits for the specific specialisation.

OsloMet - Oslo Metropolitan University has a significant number of agreements for teacher and student exchange with institutions in and outside of Europe. The education is represented in international networks. Students will encounter foreign guest lecturers in certain courses.Internationalisation occurs through activities at the home campus and study stays at foreign institutions. Students can apply to conduct their practical studies abroad. This should preferably be done at institutions that OsloMet - Oslo Metropolitan University collaborates with.The focus on multicultural and global issues in the study contributes to internationalisation. A separate course on migration and minorities is normally conducted entirely in English for all students. English-language literature and international research are also included in the curriculum.

You may also be offered to participate in shorter international activities, for example in the form of COIL (Collaborative Online International Learning) and BIP (Blended Intensive Programs).

Coursework requirements are all types of work, tests and compulsory attendance that are requirements for being permitted to take the examination. These can be written assignments, oral presentations, compulsory attendance, guidance, and similar activities. They can be carried out individually or in groups. The coursework requirements for each course are described in the relevant course description. Course requirements are given to promote student progression and development and to ensure participation where it is deemed necessary to achieve the learning outcomes. The learning activities should contribute to in-depth learning and integration of the various knowledge areas and to reflection on one's own relational skills. They should also stimulate students to seek out and acquire new knowledge. Compulsory attendanceWhere students cannot acquire skills and knowledge through self-study, mandatory attendance is required. There is an 80 % compulsory attendance requirement for seminars, study groups, guidance groups, and simulations. Attendance in practical studies, see the chapter on practical studies.If a student exceeds the specified attendance limit for mandatory attendance, the study group supervisors and course coordinators will assess whether it is possible to compensate for the absence through oral or written individual assignments. If the absence cannot be compensated for, the student loses the right to take the examination and must retake the course. The possibility of compensation depends on the extent of the absence and the activities the student has not participated in. It is the student's responsibility to keep track of their own attendance. Approval of written course requirementsCourse requirements are assessed as approved/not approved. Normally, there are three attempts for a course requirement. Course requirements that are not approved must be improved and approved before the student can take the examination. As far as possible, the second attempt is given before the regular examination/assessment, unless otherwise stated in the course description. A third and final attempt is normally given before the new and deferred examination. Non-approved course requirements may result in delays in the education.

The assessments are carried out in accordance with the Act relating to Universities and University Colleges, the Regulations relating to Studies and Examinations, and the Guidelines for Appointment and Use of Examiners at the University. For assessment during the clinical training, please refer to the chapter on clinical training.

Assessment

The grading system in use is pass/fail or a grade scale with letter grades from A to F, where A is the highest grade, E is the poorest pass grade and F is a fail. In connection with group exams, all students in the group are awarded the same grade.

Resit and rescheduled exams Resit and rescheduled exams are carried out in the same manner as the ordinary exam unless otherwise specified in the course description. In special cases, resit and rescheduled exams in courses with group exams may be held as individual exams.

Appeals against grades

Grades awarded for written exams can be appealed. It is not possible to appeal the grades awarded for oral and practical exams. In connection with a group exam, the result of an appeal will only have consequences for the candidate(s) who submitted the appeal. The other students will keep their original grade.

Suitability assessment

The suitability assessment is a continuous overall assessment that takes place throughout the study programme. A student must be suitable for professional practice in order to receive diploma/certificate for the study programme.

If it appears that a student may pose a potential danger to the lives, physical and mental health, rights or safety of patients, clients and users during practical training or in future professional practice, it should be asked whether the student is suitable for the profession. University staff, personnel in practical training establishment, as well as students can submit a notification of doubt. The students concerned should be informed as soon as possible if such a notification of doubt has been sent. They should receive guidance and advice on how they can improve or be advised to withdraw from the programme.

https://student.oslomet.no/en/suitability-assessment

Programplan godkjent av Utdanningsutvalget HV: 7.12.2022. Sist endret av prodekan for utdanning HV 27. februar 2024.

Bygger på forskrift om nasjonal retningslinje for tverrfaglig videreutdanning i psykisk helse-, rus- og avhengighetsarbeid https://lovdata.no/dokument/SF/forskrift/2022-03-14-387, fastsatt av Kunnskapsdepartementet 14. mars 2022.