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.

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

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

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.

Generell studiekompetanse.

Det er ikkje mogleg å søke opptak til studiet på grunnlag av realkompetanse.

Higher Education Entrance Qualification is required for admission, confer Forskrift om opptak til høyere utdanning (Regulation for admission to higher education). Applicants over 25 years of age who cannot document Higher Education Entrance Qualification may be considered on the basis of prior learning and work experience. There exist specific criteria for such admissions.

The admission requirement is Higher Education Entrance Qualification for students who wish to take courses in the program that do not have previous knowledge requirements. Applications will be considered on an individual basis.

A police certificate of good conduct must be presented upon application to the program, cf. Forskrift om opptak til høyere utdanning (Regulation for admission to higher education).

On completion of the program, the candidate has the following knowledge, skills and general competencies:

Knowledge

The candidate

• Has knowledge of various traditions in psychology and behavioral science that emphasize quantitative data and a natural scientific understanding of humans
• Has general knowledge about and knowledge of how human behavior is affected and changed in interaction with environmental events
• Has general knowledge about behavior analysis principles and other learning principles and about how these principles are applied in different areas of society
• Has knowledge about the history of psychology in general, and the history of behavior analysis specifically
• Knows how the discipline develops through research and application
• Can update and further develop their own knowledge of psychology and behavior analysis

Skills

The candidate can

• apply behavior analytic principles, including conducting functional surveys and facilitate desired maintenance off and changing of behavior
• describe pros and cons of different models of explanation in psychology
• account for practical work that uses different models of explanation in psychology
• search out and read relevant scientific literature and apply results from research in their own professional practice
• make scientifically justified choices in their own professional activities, reflect over their own practices, and adjust their own conduct when under supervision
• use different methods for collecting and analyzing scientific data

General Competence

The candidate

• Can reflect on the distinction between professional knowledge and personal conviction
• Can communicate research and applied behavioral science and psychology both in writing and orally
• Can exchange viewpoints and experiences with others with a background in psychology and behavior analysis, and thus contribute to the development of ethically sound practices
• Can reflect on ethical principles in science such as openness, precision and accountability
• Is familiar with the special ethical and legal issues and guidelines relevant for work in psychology and behavior analysis
• Can plan and implement academic that extend over time, alone or as a part of a team
• Knows the research frontier in their field, and is familiar with groundbreaking work and innovation within psychology and behavior analysis

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:

Philosophy of science and ethics

Topics from psychology (developmental psychology, social psychology, psychology of perception, cognitive psychology, psychology of personality, and applied psychology)

Research methods in psychology

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 PSYK1110 – Philosophy of science and ethics and (10 ECTS) and PSYK1220 – General and historical introduction to psychology (10 ECTS).These courses are required for submission of the bachelor’s thesis.

2. Topics from psychology

consists of the courses PSYK1620 Organization,society and working life (10 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), PSYK2210 – Behavior analysis 2 – Applied behavior analysis (15 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 PSYK2210

PSYKPRA2 - Passed the courses PSYK1110, PSYK1220, PSYK1420, PSYK1620, PSYK1700, PSYK2100, PSYK2210, 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 will also present especially demanding parts of the required readings.

Interteaching

Interteaching means that students read up on course literature and discuss the topic in groups, 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 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.

Practical exercises and practicum placements

For several courses, practical exercises provide an important form of learning. 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.

Praksis er nærare beskrive i fagplan for praksis for grunnskulelærarutdanning for trinn 5. - 10.

Praksisopplæringa består av 110 dagar rettleidd, variert og vurdert praksis. Alle dagane er lagt til 5. - 10. trinn i grunnskulen. Tidleg i studiet kjem fem dagar observasjon av lærararbeid i og utanfor klasserommet.

Det skal vere eit integrert forhold mellom studiefaga og praksisstudiet. Studentane skal få erfaringar med studiefaga i praksis, og under og etter praksis reflektere over samanhengar mellom praksiserfaringar og teoristudium i studiefaga. Dette krev eit nært og tett samarbeid mellom studentar, faglærarane, praksislæraren og leiinga på praksisskulen. For å få til eit slikt samarbeid vil det bli gjennomført felles møter i samband med førebuingar og oppsummering av praksis.

Praksisopplæringa er fordelt med 80 dagar på syklus 1 og 30 dagar på syklus 2. I syklus 1 er det lagt vekt på utvikling av ferdigheiter, sosialisering til lærarprofesjonen, samt undervisningskunnskap i studiefaga. I syklus 2 er det lagt vekt på å gi studentane meir inngåande kunnskap om læringsprosessar, utviklinga til barn og unge og forskings- og utviklingsarbeid i skulen, samt at det blir lagt til rette for utvikling av endringskompetansen til studentane.

Praksis er ein arena der det blir lagt til rette for læring gjennom øvingssituasjonar og rettleiing. Første året skal studenten i samarbeid med medstudentar planlegge, gjennomføre og vurdere undervisning med rettleiing frå praksislæraren og faglærarane. Vidare i studiet vil studenten få eit meir sjølvstendig ansvar for å planlegge, gjennomføre og vurdere undervisning. Innhaldet i praksis er beskrive i ein eigen fagplan for praksis i tillegg til at det er utarbeidd vurderingsrapport for kvart studieår. Vurdering av studentar i praksisstudiet er eit felles ansvarsområde for faglærarane i lærarutdanninga, praksislærar og skuleleiar. Det er praksislærar som set karakteren bestått/ikkje bestått. Praksisutvalet annullerer eller stadfestar karakteren ikkje bestått. Praksis er også omtalt i fagplanane til kvart enkelt fag.

Profesjonstemaa konkretiserer progresjonen i opplæringa og knyter opp mot dei studiefaga studenten tar dei ulike åra. Oversikta under viser omfang og innhald i praksisopplæringa i dei ulike studieåra.

Omfang og innhald i praksisopplæringa

Syklus 1

Profesjonstema:

Lærarrolla, lærararbeidet, elevmangfaldet, skulen som organisasjon og lærarens tilrettelegging for læring av fag.

Dette omhandlar:

• Utvikling av eigen læraridentitet og relasjonskompetanse
• Lærararbeidet i møte med det fleirkulturelle klasserommet
• Klasseleiing
• Planlegging, gjennomføring og vurdering av undervisning
• Tilpassa opplæring og læringsfremmande vurdering
• Skule-heim-samarbeidet
• Skulen som organisasjon og samarbeid med andre instansar

Omfang:

1. år - ungdomssteget

• Haust: 5 dagar observasjonspraksis
• Vår: 20 dagar praksis

2. år - mellomsteget

• Haust: 15 dagar praksis
• Vår: 15 dagar praksis

3. år - 5. - 10. trinn

• Haust: 15 dagar praksis
• Vår: 15 dagar praksis

Syklus 2

Profesjonstema:

Vidareutvikle eigen lærarkompetanse. Gi ein meir inngåande kunnskap om læreprosessar, lærarens tilrettelegging for læring av fag og forskings- og utviklingsarbeid.

Dette omhandlar:

• Læringsleiing og djupare forståing av elevmangfald
• Forskings- og utviklingsarbeid relatert til skulen
• Utvikling av endringskompetanse

Omfang:

4. år - 5. - 10. trinn

• Haust: 10 dagar praksis og
• Vår: 20 dagar praksis, derav 10 dagar klasse-/trinnovertaking

Det fleirkulturelle og internasjonale perspektivet er forankra i alle fag og alt lærararbeid i lærarutdanninga. Utdanninga førebur studenten på det internasjonale og fleirkulturelle læringsmiljøet som ventar i praksisperiodane og i framtidig yrke som lærar blant anna gjennom bruk av relevant og komparativ internasjonal forsking, faglitteratur og nettressursar.

Det blir lagt til rette for at delar av utdanninga kan takast i utlandet gjennom dei internasjonale avtalane lærarutdanninga har etablert. Dette gjeld både fagstudium og praksisopphald. 6. semester er spesielt tilrettelagt for utvekslingar, men det er også mogleg andre semestre avhengig av eige fagval. Det 6. semesteret, det internasjonale semesteret, er ikkje bare lagt opp med tanke på utveksling, men også med internasjonalt perspektiv for studentar som studerer heime. Det fagovergripande temaet dette semesteret er internasjonal utdanning. Læringsarbeidet på campus nyttar den ressursen internasjonale studentar og dei utanlandske forelesarane som lærerarane våre samhandlar med, innehar. Det vil også bli trekt vekslar på kompetansen til internasjonale organisasjonar som Redd Barna og Røde Kors. Pensum i alle fag inneheld oppdatert litteratur på engelsk. Det er i løpet av studiet mogleg å velje engelskspråklege emne der interne studentar møter internasjonale studentar. Den internasjonale dimensjonen blir tillagt auka vekt gjennom utdanningsløpet. I kvar fagplan er det beskrive korleis dei ulike studiefaga arbeider med internasjonalisering.

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 one course. The portfolio 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.

Studenten møter ulike vurderingsformer i løpet av studiet. Dette har to føremål, både å kunne vurdere alle sider ved lærarkvalifiseringa, samt å gi studentane erfaring med ulike vurderingsmetodar som er relevante for det seinare arbeidet i skulen, læring og vurdering av elevar. Nærare informasjon finst i den enkelt fag- og emneplanen.