All Semester I bachelor and master psychology courses and examinations (2020-2021) will be offered in an on-line format.
If it is safe and possible to do so, supplementary course meetings may be planned on-campus. However, attendance at these meetings will not be required to successfully complete Semester I courses.
All obligatory work groups and examinations will be offered on-line during Central European Time, which is local time in the Netherlands.
Information on the mode of instruction and the assessment method per course will be offered in Brightspace, considering the possibilities that are available at that moment. The information in Brightspace is leading during the Corona crisis, even if this does not match the information in the Prospectus.
At this time it is not possible to provide information about Semester II (2020-2021).
Only open to master’s students in Psychology. Students are strongly advised to first follow the course in Advanced Psycho-diagnostics.
This course extends students’ knowledge of abnormal development from infancy through to adolescence, and simultaneously builds knowledge around the approaches to assessment, prevention and intervention for clinical problems arising during this time.
Representative problems covered in the course include: Anxiety, Attention-Deficit / Hyperactivity Disorder (ADHD), Personality Disorders, Schizophrenia, Attachment disorders, Eating Disorders, and others.
During the course emphasis is given to:
1. The requirements to properly set a diagnosis; One requirement is a symptom case history. A symptom case history considers the child’s or adolescent’s symptoms and problems in different contexts (e.g., family, school, free-time). The importance of attending to symptom presentation in these different contexts for assessment, diagnostics and treatment are discussed.
2. Different forms of treatment and treatment planning;
3. Critical evaluation of (scientific) information, e.g. related to the effectiveness of different forms of intervention and treatment.
The main course objective is to develop the academic skills and competencies necessary for psychologists to both critically and professionally participate in the decision making processes within the field of Child and Adolescent Psychiatry. Specifically, after course completion it is expected that students will be able to:
critically evaluate the scientific issues, developments, or trends associated with child and adolescent psychiatric disorders using the assigned reading, group presentation, written paper and workgroup discussions;
formulate a basic analysis of a patient case study in the form of a descriptive diagnosis, diagnosis hypotheses and a treatment plan achieved through case study analysis during workgroups and in the written paper;
understand how symptom presentation in different contexts can influence the diagnostic process, achieved through class discussion of case studies.
For the timetables of your lectures, work group sessions, and exams, see the timetables page of your study programme. You will also find the enrolment codes here. Psychology timetables
Students need to enroll for lectures and work group sessions. Master’s course registration
Mode of instruction
The course consists of 1 introductory session and 7 workgroup sessions each lasting 2-hours and incorporating a critical discussions with an expert in the field. These 8 sessions are compulsory.
The final grade is based on a digital presentation (40% of final mark) and a written paper (60% of final mark). Active participation in the workgroups is required but not officially assessed.
For the group digital presentation students are allocated to one of 7 groups as soon as the course commences. Registration for the course therefore requires that you actually follow the course.
Take this into consideration before registering.
The Institute of Psychology follows the policy of the Faculty of Social and Behavioural Sciences to systematically check student papers for plagiarism with the help of software. Disciplinary measures will be taken when fraud is detected. Students are expected to be familiar with and understand the implications of this fraud policy.
Literature related to each workgroup topic will be provided during the course. A few examples:
Benes, F.M. (2003). Why does psychosis develop during adolescence and early adulthood? Editorial review. Current Opinion in Psychiatry, 16, 317–319
Cummings, C. M., et al. (2014). Comorbidity of anxiety and depression in children and adolescents: 20 years after. Psychological Bulletin, 140, 816-845.
Molina et al. (2009). The MTA at 8 years: Prospective follow-up of children treated for combined-type ADHD in a Multisite study. J. Am. Acad. Child Adolesc. Psychiatry, 48:5I, 484-500.
Dr. J. van Hoorn