Bachelor's Programme in Psychology with an Emphasis on Behavior Analysis Programme description

The bachelor’s program in psychology with an emphasis on behavior analysis is a 3-year full time program (180 ECTS). A completed program earns the degree of Bachelor in Psychology with an Emphasis on Behavior Analysis.

The program is regulated by lov om universiteter og høgskoler av 1. april 2005 nr. 15 § 3-2 og § 3-3 (Law of universities and university colleges) and forskrift om studier og eksamen ved OsloMet- storbyuniversitetet av 01.08.12 (Regulations for studies and exams at OsloMet). There is no national framework for this program.

The program is accredited by The Association for Behavior Analysis International (ABAI), the international organization for research and application of behavior analysis.

The program also meets the requirements for pre-qualification in certification by the Behavior Analyst Certification Board (BCBA®) as Board Certified Assistant Behavior Analysts (BCaBAs).

The overall objective of the program is to give the student basic competence in psychology and behavior analysis so that the student is able to analyze behavior and arrange the environment around individuals to promote and maintain the desired behavior change.

Students must learn a precise conceptual framework, read relevant research literature, and actively participate in discussions in the behavior analytic community to achieve these competencies. Through these activities, students will also acquire robust knowledge about ethical and professional standards in the field.

The Department of Behavioral Science has a strong scientific community within a natural scientific tradition, and an evidence-based approach to learning. Faculty members are part of well-developed professional scientific networks, nationally and internationally, and cooperate extensively on research. Graduates from the bachelor’s program may continue with master’s and Ph. D. studies in the department.

Relevance to further studies

A bachelor’s degree Bachelor in Psychology with an Emphasis on Behavior Analysis is an excellent starting point for further studies, such as master’s programs in psychology or behavioral science/behavior analysis*. The Bachelor’s program in Psychology with an Emphasis on Behavior Analysis is adapted to the EUROPSY standards of the European Federation of Psychologist’s Association https://www.europsy.eu/

*When graduates apply for further studies, the institution they apply to sets the bar for admission.

The final semester is dedicated to a bachelor’s thesis, based on data collected by the student. The thesis conforms to APA style for manuscript preparation, and to the IMRAD structure for empirical papers.

Psychology and behavior analysis are god combinations with a number of other disciplines, such as pedagogics, health sciences, economics, management and HR, and other social sciences.

Relevance to working life

Graduates of the program have knowledge, skills and general competencies in psychology and behavior analysis. They can work with organizing, planning and implementation in processes of change within knowledge-based organizations in public sector and private enterprise, independently or with others. They can work with change processes at the level of the individual, or with group- and organization-level processes.

In work areas where prevention, treatment and teaching are important issues, documenting the efforts one makes is increasingly important. Methods in such work must be grounded in well-established theory, and predicting the effect of interventions is important both at the level of the individual and for society. The program will be useful for those who wish to affect processes of change. There is increasing demand for knowledge about learning and psychology both in public and private organizations.

The bachelor’s program has two practicum placements of 9 weeks each, to give students the opportunity for working on their own and with others on change processes in general, and specifically in treatment and training. The program complies with the requirement from Norway’s Health Directorate of 30 ECTS of supervised practicum, and candidates qualify for milieu therapists’ positions.

Studieplanen er godkjent av KUF 09.12.86. Siste revisjon godkjent av utdanningsutvalget 3. april 2018.

Se emneplanen.

Se emneplanen.

The bachelor’s program in psychology with an emphasis on behavior analysis is a program of 180 ECTS, full time over 3 years/6 semesters.

The study year is 40 weeks, and the workload is approximately 40 hours per week, which includes scheduled activities, students’ self-directed activity, and exams.

The content of the program can be divided into four main areas:

1. Philosophy of science and ethics
2. Topics from psychology (developmental psychology, social psychology, psychology of perception, cognitive psychology, psychology of personality, and applied psychology)
3. Research methods in psychology
4. Behavior analysis in theory and practice

Please confer with the course descriptions for specific course contents.

Study progress

The following describes which courses build on which, and in what sequence they must be taken. This progression is necessary for constructing an integrated whole from different knowledge and skills.

1. Philosophy of science and ethics

consists of the courses PSYK1100 – Philosophy of science and ethics and (10 ECTS) and PSYK1210 – General and historical introduction to psychology (15 ECTS).These courses are required for submission of the bachelor’s thesis.

2. Topics from psychology

consists of the courses PSYK1610 Organization,society and working life (5 ECTS), PSYK1700 – Cognitive psychology and neuroscience (10 ECTS), PSYK3200 – Social psychology (10 ECTS), PSYK3400 – Developmental psychology (10 ECTS), and PSYK3500 Evolution and behavior (10 ECTS).These courses are required for submission of the bachelor’s thesis.

3. Research methods in psychology

consists of the courses PSYK2100 – Research methods 1 – Introduction to quantitative and qualitative methods (10 ECTS), PSYK2400 – Research methods 2 – N=1-design, evaluation and documentation (10 ECTS) and PSYK2600– Research methods 3 – Research design and statistics (10 ECTS). PSYK2100 is required previous knowledge for both PSYK2400 and PSYK2600, and must be passed before these two courses can be taken. All three courses are required for submission of the bachelor’s thesis.

4. Behaviour analysis in theory and practice

consists of the courses PSYK1420 - Behavior analysis 1 – General principles of behavior analysis - (10 ECTS), PSYK2200 – Behavior analysis 2 – Applied behavior analysis (10 ECTS), PSYK2310 – Behavior analysis 3 – Experimental and conceptual behavior analysis (10 ECTS). These courses are required for submission of the bachelor’s thesis; taken in this sequence.In addition, PSYKPRA10 – Applied behavior analysis – practicum (15 ECTS) – must be passed before candidate can start the third year of study.

Other progress requirements:

PSYKPRA10 - Passed PSYK1420 and completed/approved coursework requirements PSYK2200

PSYKPRA2 - Passed the courses PSYK1100, PSYK1210, PSYK1420, PSYK1610, PSYK1700, PSYK1070, PSYK2100, PSYK2200, PSYK2310, PSYKPRA10, PSYK2400 and PSYK2600

Working methods in the program are varied, to familiarize students with different ways of working to learn. Students will then become aware of their own strengths and weaknesses, and improve their relational and professional skills. Lectures; interteaching; seminars; group tasks; written submissions; lab exercises and practical exercises; and practicum placements, are all working and teaching methods used during the program. Digital teaching, digital meetings and media software are used in the different courses.

Some topics will not be covered by lectures, and students are expected to acquire the relevant knowledge from self-directed study activities.

Student-active teaching methods are emphasized, and students get prompt and individual feedback on their work.

Working methods in the program are varied, to familiarize students with different ways of working to

Lectures

Lectures are primarily used to introduce new material, present overviews of topics, and to emphasize and provide coherence between main elements in a topic. Lectures can focus on topics that students want more thoroughly treated, and to present especially demanding parts of the required readings.

Interteaching

Interteaching is used as a standard working form for theory studies. Interteaching means that students read up on course literature and discuss the topic in pairs, while instructors circulate to help resolve difficult questions. Questions to and answers from the course instructor conclude the sessions. This is a form of flipped classroom that promotes student preparation and participation during class.

Seminars

The university organizes compulsory seminars in relation to certain topics and issues. In the seminars, students will develop and get feedback on their collaboration skills, in addition to learning the relevant content. Oral student presentations and discussions are a main feature of the seminars, and students can train their communication skills. Course instructors provide guidance and feedback during the seminars.

Group work

Working on problems and tasks together with others promotes cooperation between students, and supports the learning of course content.

During the first year of study, teaching assistants recruited from the department’s institute lead organized group work. The teaching assistants are familiar with the program and its working methods, and help students adapt to their role.

Lab exercises/practical exercises and practicum placements

For several courses, lab exercises and other practical exercises provide an important form of learning. The department’s research and lab groups (stimulus equivalence, EIBI, cultural selection and evidence-based interventions in K-12 education) and laboratories provide experience and skills in applied and experimental research. In addition, simulation software is used to teach principles of learning.

Practicum placements let students develop practical skills, and they can take place in various arenas.

Important skills are practiced on campus in advance of the placements, to ensure that students have required theoretical knowledge and satisfactory basic skills before they attempt practical application. Important arenas for behaviour change, such as kindergartens and schools, are especially relevant as placements. Confer also Vurdering i praksisstudier.

Written assignments and the bachelor’s thesis

Through written assignments and the bachelor’s thesis, students develop topics to work on over time, individually or with others. This will teach theory, and develop skills in sourcing, analysis, discussion, and communication in writing. The main objectives are to develop skills of critical reflection, of seeing theoretical elements as integrated wholes, and of developing deeper understanding of a topic. Written work requirements are submitted electronically, and students receive individual, written feedback on their work.

Self-study

Students are responsible for the content of course readings, and must expect to learn it from self-paced reading. Some topics are not covered by teaching activities. Required course readings include textbooks with ample digital resources, allowing students to monitor their own progression. For some courses, the department has developed digital resources. Lecture hours are kept at a fairly low level, to give students time for self-directed study and self-organized colloquium work. Colloquia function without teachers, and serve to support the learning of fellow students as well as one’s own.

Videreutdanning, deltid over to semester ¿ kompetanse for framtidens barnehage

Learning Environment and Pedagogical Leadership in Early Childhood Education

30 studiepoeng

Studieprogramkode LPLBO

Undervisningsspråk: Norsk

Godkjent av studieutvalget 09.03.2016

Redaksjonelle endringer 07.12.2016

Gjeldende fra høstsemesteret 2019

Fakultet for lærerutdanning og internasjonale studier

Institutt for barnehagelærerutdanning

Work requirements are all forms of tasks, testing, and compulsory attendance that must be completed for the students to sit for exams. Work requirements are graded Pass/Fail. Work requirements are described for each course. They are individual work, unless otherwise indicated.

The objective of work requirements is to promote progress in studies and academic development, to encourage the student to acquire new knowledge, and document learning outcomes.

The work requirements of the program are compulsory attendance, oral presentations, and written assignments.

Work requirements are assessed and approved by the course instructor. When students cannot present completed work requirements, the course instructor and the program director decide how the requirement may be compensated for.

Compulsory attendance and oral presentations

Attendance is compulsory in topics where the student cannot acquire knowledge and skills solely through readings. This makes attendance compulsory for some lectures, laboratory/practical excercises; scheduled group work, seminars and presentations of various types of work. Students are responsible for their own attendance. If students miss group presentations, they must do an individual presentation for the course instructor.

If a student is absent beyond the attendance requirements in the course descriptions, the course instructor determines whether alternative assignments can compensate, such as individual written work. If the absence cannot be compensated for, the student must attend the course the next time it is given. The option of compensating by substitute activity depends on the extent of the absence, and on which activities the student has missed.

Written assignments

Several courses have compulsory written assignments as work requirements, such as reaction papers and article summaries, description of learning outcomes for practicum placements, and project outline for the bachelor’s thesis.

Work requirements that are not approved can be reworked for improvement and submitted again. Resubmission can be done twice. If the third submission (second resubmission) is not approved, the student must retake the course.

Exams are regulated by lov om universiteter og høgskoler (the Law of Universities and University Colleges), forskrift om studier og eksamen ved OsloMet - storbyuniversitetet (regulations for exams at OsloMet) and supplementary guidelines for exams.

The program emphasizes frequent knowledge assessment. Students are given feedback on whether their performance is in line with their own ambitions, and can thus adjust their efforts to achieve their goals. This also allows the program instructors to provide specific guidance to the students, conduct evaluations, and improve teaching routines. Each course ends with a final exam for that topic.

Forms of exams vary, and grades are on a scale of A – F for the courses, with the exception of PSYKPRA10 and PSYKPRA2 which are graded Pass/Fail.

Portolio exams are used for five courses. The portfolios contain tests taken during the courses. Tests are taken under exam conditions (with vigilance) and are considered part of an examination. Test results are communicated to students as soon as they are available.

Assessment types and criteria are described for each course. In addition, the table below contains an overview of the different exams, assessment types and expression. New or delayed exams are conducted in the same way as ordinary exams, unless otherwise stated in the course description.

All courses taken will appear on the diploma, together with the title of the thesis. External program supervisors are used according to the guidelines for appointing and employing examiners at OsloMet.

Assessment of practicum placements

Practicum placements are attendance required. They are graded Pass/Fail\

If there is doubt that the student will get a Pass grade, at the middle of the practicum period, and no later than 3 weeks before the end of this period, the student must receive a written description of what is insufficiently mastered, and of which demands they must meet in order to get a Pass. If the student at the end of the practicum period shows conduct that clearly does not allow for a Pass, the student may get a Fail, even without having received a written message of doubt.

Concluding assessment of practical training

For each practicum period, a final assessment based on learning outcomes for the period is made, comprising evaluation throughout the period. The result of the assessment and the description of the basis for evaluation is signed by student and practicum supervisor.

For each practicum period to be graded Pass, the student must have a minimum of 90 % planned attendance. Absences up to 20 % can be made up by agreement with OsloMet and the placement. If absence exceeds 20 %, the practicum must be re-taken. This will cause delay in program completion.

If the student is absent in excess of the permissible number of days because of illness, a doctor’s certificate covering the days of absence is required. This is deemed justifiable absence, and does not count towards the number of attempts the student has at getting a Pass grade.

If the student is absent for more than 20 % of the period without a valid reason, the course is recorded as fail, and the student has used up 1 (one) attempt. If the students get the grade Fail in a practicum period 2 (two) times, the student must as a rule leave the program, cf. forskrift om studier og eksamen ved OsloMet – storbyuniversitetet (Regulations for exams at OsloMet).

The student is responsible for attending the practicum placement for the required time.

The programme description was first approved by the Board of Akershus University College 12 December 2007

Most recent amendments adopted by the Vice Dean of the Faculty of Health Sciences on 17 April 2024