NB Language spoken in course is Dutch unless English-speaking students participate
This course builds on the content of:
1. IJzendoorn, M.H. van, & Frankrijker, H. de (red.) (2005; tweede, herziene druk). Pedagogiek in beeld. Inleiding in de pedagogische studie van opvoeding, onderwijs en hulpverlening. Houten: Bohn, Stafleu, Van Loghum.
2. IJzendoorn, M.H. van (2008). Opvoeding over de grens: Gehechtheid, trauma en veerkracht. Amsterdam: Boom.
By supporting parents and other caregivers with their child-rearing tasks, parenting problems and/or child behavior problems may be prevented or reduced. Some parenting programs are designed to support parent-child interaction whereas other programs offer broader support and (also) focus on attitudes, representations and the broader social context of the family. Many studies and meta-analyses have already tested which approach is most effective to reach its preventive goal. In this master course the theoretical backgrounds and practical implications of several preventive programs are reflected on. Effectiveness studies are critically scrutinized, using meta-analytic evidence, and neurobiological backgrounds of pedagogical interventions are examined. Additionally, different intervention methods are discussed and students receive a first introduction in how the VIPP program can be used in practice. Also, various assignments (e.g., observing sensitive care giving) will illustrate intervention theory and practice.
To gain insight in the theoretical backgrounds and practical applications of preventive parenting intervention programs, including the translation of theory into (clinical) programs. To be introduced to different methods of intervening in families with children and/or parents at risk, and subsequently focus on how to implement the Video-feedback Intervention to promote Positive Parenting (VIPP) program. To learn to critically evaluate how preventive intervention programs are evaluated and tested. To acquire knowledge of neurobiological backgrounds of pedagogical interventions and to practice observational skills in evaluating sensitive caregiving.
Achievement levels: 1-8, 10, 11, 12, 15, 16.
Mode of instruction
Lectures and assignments.
During this course Blackboard will be used.
Feldman, M.A. (red.) (2004). Early intervention. The essential readings. Blackwell Publishing, Oxford.
Juffer, F., Bakermans-Kranenburg, M.J., en Van IJzendoorn, M.H. (eds.) (2008). Promoting positive parenting. An attachment-based intervention. Lawrence Erlbaum, Mahwah NJ. Attention: the paperback is much cheaper than the hardcover.
Books at the bookstore. Literature can be studied during the course (not necessary to read it before the course).
Please note that separate uSis registration is mandatory for lectures, seminars, exam and re-exam.
Registration for the lectures of the course is possible as of two months through one week before the first lecture at the latest;
Registration for the seminars of the course is possible as of two months through one week before the first lecture at the latest;
Registration for the exam is possible as of two months through one week before the exam at the latest;
Registration for the re-exam is possible as of two months through one week before the re-exam at the latest.
Students who don’t register cannot attend classes or take the (re)exam.
Co-ordinator of this course is prof. dr. F. Juffer.
Contact and questions: until one hour after the course, as well as before the lecture and during the break.