Which teaching program do you want to highlight to your colleagues at the faculty right now?
I would like to highlight the development and implementation of professional preparatory courses, which I am personally involved in. The course was introduced in 2019, spans the first four semesters of the professional psychology program, and is under constant development. Here, the professional psychology students — those who will become licensed psychologists — receive a foundational theoretical and practical introduction to important aspects of various psychologist roles. The topics revolve around the societal roles of psychologists, ethics, relational competence, group dynamics, and an understanding of communication, including how one communicates and foundational knowledge of health and mental disorders. The lectures present theories and connections with the basic subjects in the program, along with many opportunities for reflection and practice in pairs and small groups. We also invite several young psychologists who talk about non-traditional roles in psychology. The students spend a day observing at Modum Bad.
Furthermore, all students participate in teacher-led reflection groups, where they are given various tasks that provide personal experience and practice in some of the topics discussed in lectures, such as the importance of group belonging and the ability to think and speak non-judgmentally about human phenomena. Additionally, students are personally challenged, for instance, by reflecting on selected parts of their own and others' life stories and by taking on different roles in contemporary societal debates.
The professional preparatory courses are well-received by students, and we, as teachers, find the teaching meaningful and enjoyable. For the students, it also serves as a motivator, either by confirming that "yes, I want to be a psychologist!" or by realizing it might not be the right fit. It's wise to figure out such things at the beginning of a long program, so one can proceed with engagement or quit and start something else.
- Who do you collaborate with?
In the professional preparatory courses, a large number of staff members collaborate; several contribute to the lectures, and many serve as reflection group leaders. Altogether, nearly 50 staff members (mostly internal but some external) are actively involved in the teaching, making this a significant collaborative project. Additionally, we work closely with the administration because there are many elements to manage.
Which, do you think, are the three most important factors for achieving good teaching in the field?
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Competence and passion for the subject from the lecturer
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Interest in students' questions, reflections, and concerns — that is, inviting students to participate through small group discussions, plenary conversations, and various exercises or "games."
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Relevant experience, which serves as a "bank" from which to draw lively examples
If you were to give one piece of advice to new teachers at the SV faculty, what would it be?
Be genuinely interested in the students, as this creates trust and focus in the classroom.