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Antenatal education is well-established in many Western countries, but the type and arrangement of the education is debated. Antenatal education has been sensitive to opinions and trends, and both form and content have undergone marked changes over time. During certain periods, practice has been centered on antenatal education in small classes with group discussions - in others, the practice has been lectures in large auditoriums. Also, the content has varied greatly. Topics like, for example, breathing and/or relaxation techniques have been included and left out of antenatal education intermittently. Due to financial and structural changes in the health care sector, the numbers of antenatal education sessions have also changed over time [2]. All these changes have occurred without evidence of an effect of antenatal education on outcomes relevant to expecting parents as well as health care providers [3].

Current evidence points to the importance of interacting with fellow learners and the learning environment in order to obtain new competencies [4]. In antenatal education classes with a small number of participants, it is possible to create an environment which enables expecting parents to discuss feelings and concerns. Furthermore, it may enhance their awareness of their own resources and provide them with problem-solving strategies that enhance important competencies to cope with birth and parenthood [5]. However, this approach has not been subject to thorough scrutiny.

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In health care systems with limited resources, policy makers should be able to make informed decisions about health care priorities based on scientific evidence [6]. According to service providers, insecure parents use the health care services beyond indication. Janicke and Finney suggested that the use of pediatric services is a function of perceived parental stress and low self-efficacy related to coping with life demands [7]. Antenatal education in small classes may increase parenting resources leading to health care cost savings in the long term although the immediate expenses are larger for small classes than for auditorium lectures.

A previous systematic review by Gagnon and Sandall from 2007 investigated the effect of structured antenatal education, including antenatal education in small classes, either to individuals or groups on a range of outcomes both related to the birth process and parenthood and concluded that the effect of general antenatal education for childbirth or parenthood or both remains largely unknown [3].

In some trials, the experimental and control condition received the exact same dose of antenatal education in small classes. These trials were excluded due to the difficulty of assessing the effect of antenatal education in small classes as an experimental condition as only the content varied between the experimental and the control condition.

All trials tested the effect of antenatal education in small classes; however, the content and form of the experimental condition varied between the trials. The amount of education in the experimental condition varied from a single 1-h session [24] to 24 sessions each lasting 2.5 h [22]. Some trials focused on prevention of a specific condition among participants at specific risk, e.g., women at high risk of postnatal depression [21,28,31] or women with low socio-economic status [19,32]. Other interventions were targeted at a broader population group, e.g., all primipara at a specific birth site [12]. Also, control conditions differed between trials. In most of the trials, the control group was offered standard care which varied by content and amount, e.g., individual consultations with a midwife that also the experimental condition was offered [12,31]. In four trials, the control group was offered other interventions other than antenatal classes, e.g., one-to-one contact with a medical doctor [19].

PSYCH 101 Introduction to Psychology (5) SSc

Surveys major areas of psychological science. Core topics include human social behavior, personality, psychological disorders and treatment, learning, memory, human development, biological influences, and research methods. Related topics may include sensation, perception, states of consciousness, thinking, intelligence, language, motivation, emotion, stress and health, cross-cultural psychology, and applied psychology. Prerequisite: null Offered: AWSpS.

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PSYCH 201 Psychology of Performance Enhancement (4) SSc

Applications of psychological theories, research, and intervention strategies to performance enhancement in variety of life settings. Self-regulation models and techniques; stress and emotional control; attention control and concentration; mental rehearsal; time management; goal-setting; memory enhancement; communication and interpersonal conflict resolution. Participation in various psychological training procedures. Prerequisite: PSYCH 101.

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PSYCH 202 Biopsychology (5) NSc

Examines the biological basis of behavior, the nervous system, how it works to control behavior and sense the world, and what happens when it malfunctions. Topics include learning and memory, development, sex, drugs, sleep, the senses, emotions, and mental disorders. Prerequisite: PSYCH 101. Offered: AWSpS.

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PSYCH 205 Behavior Disorders (5) SSc

Examines the bio-psycho-social origins of behavioral disorders. Topics include theories of etiology, developmental perspectives of behavior disorders, and assessment and diagnosis of the most common behavioral disorders. Note: not open for credit for students who have taken PSYCH 305. Prerequisite: minimum 2.0 grade in PSYCH 101.

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PSYCH 209 Fundamentals of Psychological Research (5)

Psychological research methodology and techniques. Topics include the logic of hypothesis testing, experimental design, research strategies and techniques, fundamentals of scientific writing, search and evaluation of research literature in psychology, and ethical issues in psychological research. Required for all psychology majors. Prerequisite: minimum 2.0 grade in PSYCH 101. Offered: AWSpS.

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PSYCH 210 The Diversity of Human Sexuality (5) SSc, DIV

Considers biological, psychological, and socio-cultural determinants of human sexuality and sexual behavior, and how their interaction leads to diverse expressions of sexuality, sexual bonding, gender orientation, reproductive strategies, and physical and psychological sexual development. Topics include cultural appraisal of sexuality, sexual health and reproduction (pregnancy, contraception, abortion), and sexual abuse and assault. Offered: AWSpS.

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PSYCH 222 Current Topics in Psychology (3-5, max. 10) SSc

Topics of current interest, such as the psychology of happiness, psychology of friendship, technology and relationships, and developments in brain and behavior science. Choice of topics depends on instructor and class interest. Prerequisite: PSYCH 101 Offered: AWSpS.

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PSYCH 245 Introduction to Social Psychology (5) SSc

Overview of major findings of social psychology, emphasizing the relevance for understanding the social behaviors of individuals and groups of individuals and their relationship to social context. Not open for credit to students who have taken PSYCH 345. Prerequisite: PSYCH 101.

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PSYCH 257 Psychology of Gender (5) SSc, DIV

Major psychological theories of gender-role development; biological and environmental influences that determine and maintain gender differences in behavior; roles in children and adults; topics include aggression, cognitive abilities, achievement motivation, affiliation. Offered: jointly with GWSS 257; AWSpS.

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PSYCH 298 Graduate School Exploration for Psychology Majors (2)

Provides an overview of graduate school options available in psychology, counseling, and research. Topics include researching programs, writing statements of purpose and resumes, standardized testing, letters of recommendation, and interviewing techniques. Credit/no-credit only.

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PSYCH 299 Psychology Transfer Academic Community (2)

Provides opportunity for transfer students new to or contemplating the psychology major to experience an in- depth orientation to the department, curriculum, and resources available to undergraduates. Students meet weekly to explore ways to effectively engage in the major and expand their understanding of the academic discipline. Credit/no-credit only.

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PSYCH 303 Personality (5) SSc

Overview of major perspectives, scientific issues, applications, and research findings in the area of personality. Direct exposure to scientific literature, writing assignments, and research-based class experiences prepare students for advanced work in personality, social, abnormal, and developmental psychology. Prerequisite: a minimum grade of 2.0 in PSYCH 101; a minimum grade of 2.0 in PSYCH 202; and a minimum grade of 2.0 in PSYCH 209.

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PSYCH 305 Abnormal Psychology (5) SSc

An overview of major categories of psychopathology, including description and classification, theoretical models, and recent research on etiology and treatment. Prerequisite: minimum 2.0 grade in PSYCH 202; 2.0 in PSYCH 209.

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PSYCH 315 Understanding Statistics in Psychology (5) RSN

Statistics for psychological research. Elementary probability theory, hypothesis testing, and estimation. Satisfies the statistics requirement for majors registered in the psychology Bachelor of Arts degree program. Prerequisite: minimum 2.0 grade in PSYCH 209; 2.0 in either MATH 111, MATH 112, MATH 120, MATH 124, or MATH 144. Offered: AWSpS.