Important Note
All Semester II 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 II 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.
Entry requirements
This course is only available for Master’s students Psychology with specialisation School Psychology and research master track Developmental Psychology
Completion of this course (or School-based Prevention and Intervention) is necessary to start with the internship
Description
This course provides education and training in psycho diagnostic assessment of children with cognitive problems at school, according to the Needs Based Assessment model (NBA). The model of Needs Based Assessment describes a decision-making process in which the diagnostician systematically proceeds through a series of diagnostic stages and is widely used in the field of school psychology. The process of needs based assessment is goal directed and aims to arrive at recommendations that teacher, parents and student find acceptable. The lecture series promotes knowledge of key components of the NBA model, specifically related to various learning difficulties. The corresponding work group sessions aim at supervised skills practice to promote student’s acquisition of assessment skills as presented during the lectures. In between work group sessions, students will conduct meetings with a child and his parents to gain additional practice of the skills. Students are expected to find a family with whom they can practice the skills.
Course objectives
Knowledge
Upon completion of this course, the student has acquired knowlegde of:
The psychoeducational diagnostic process, based on the NBA model; and
Various learning difficulties
Skills
Upon completion of this course, the student has acquired skills necessary for:
the formulation of evidence-based and goal directed problem analyses and hypotheses;
the administration of various assessment tools;
formulating acceptable recommendations;
writing psychological assessment reports; and
professional reflection
Timetable
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
Registration
Course
Students need to enroll for lectures and work group sessions. Master’s course registration
Examination
Students are not enrolled for an examination. They can register via uSis from 100 to 10 calendar dates before the date. Students who are not registered will not be permitted to take the examination. Registering for exams
Mode of instruction
7 2-hour lectures introducing the theory and principles of NBA and various learning difficulties
7 2-hour work group sessions facilitating training in psychoeducational assessment skills
Assessment method
Two written psycho diagnostic assessment reports (each 25%)
Oral feedback session (50%)
Active participation in lectures and work group sessions (needs to be satisfactory to pass)
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.
Reading list
Bray, M.A., & Kehle, T.J. (Eds.). (2011). Handbook of School Psychology. Oxford: Oxford University Press. (Free online version available)
(For Dutch speaking students only) Pameijer, N.K., Beukering, J.T.E. van (2015). Handelingsgerichte diagnostiek in het onderwijs. Een praktijkmodel voor diagnostiek en advisering. Leuven: Acco.
Optional but recommended: Carr, A. (2015). Handbook of Child and Adolescent Clinical Psychology. A contextual approach. London: Taylor and Francis.
Additional online-readings will be provided via Brightspace
Contact information
Dr. Femke Stad f.e.stad@fsw.leidenuniv.nl