Master’s students Psychology with specialisation Child and Adolescent Psychology.
This course provides education and training in the psycho diagnostic assessment of children with cognitive and social-emotional problems. It builds upon knowledge of the bachelor program (e.g., Psycho-diagnostics, Psychometrics, Developmental Psychopathology).. This course focuses on the integration of information from the child’s different contexts (at least home and school contexts) during the diagnostic assessment, by emphasizing the different stages in the psychodiagnostic process, such as the intake interview, developing hypotheses, test selection, assessment and integrating all the information in a diagnostic assessment report. Legal-ethical considerations of assessing children and adolescents will also be discussed.
Integrated diagnostic skills will be developed through: Training of practical skills, demonstration and case discussions during workgroups. Assignments are used to help students acquire practical knowledge of the theory behind psychodiagnostics and to experience going through the diagnostic cycle with a typical developing child.Students will conduct an assessment and write an assessment report to practice. Students will acquire skills necessary for using various diagnostic tools, such as interviewing children/adolescents and their parents, observation, using test material, scoring test material, interpretation of findings and report writing. Students are expected to find a suitable young person with whom they can practice these skills; relevant information is provided on Brightspace.
Upon completion of this course, students have:
advanced knowledge of the psycho diagnostic process;
clinical skills necessary for various stages in the diagnostic process (from intake to integration of findings); and
Can formulate a clinical case conceptualization at the individual level based on scientific theories;
Can integrate intake information, observations and test results into a diagnostic case formulation;
Can write and present a hypothesis-driven psychodiagnostic report.
For the timetable of this course please refer to MyTimetable
NOTE As of the academic year 2021-2022, you must register for all courses in uSis.
You do this twice a year: once for the courses you want to take in semester 1 and once for the courses you want to take in semester 2.
Registration for courses in the first semester is possible from early August. Registration for courses in the first semester is possible from December. The exact date on which the registration starts will be published on the website of the Student Service Center (SSC)
By registering for a course you are also automatically registered for the Brightspace module. Anyone who is not registered for a course therefore does not have access to the Brightspace module and cannot participate in the first sit of the exam of that course.
Also read the complete registration procedure
Mode of instruction
The course consists of 8 plenary 2-hour lectures and 8 2-hour work group sessions. Presence during lectures and work group sessions is mandatory. There is an optional 2-hour Q&A session in preparation of the exam towards the end of the course.
Lectures are in English. Workgroups are in English for international students and in Dutch for Dutch students.
The course objectives are assessed via two practical assignments and requires active participation and preparation of the workgroups:
i) written psychodiagnostics report (45% of final grade)
ii) oral case presentation of a clinical case conceptualization (45% of final grade)
iii) Preparation and active participation during the workgroups (10% of final grade)
The maximum grade for the resit is 6 because the resit consists of a revision of the original assignments.
The language of assessment is English for international students and Dutch for students from the Netherlands.
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.
For Dutch speaking students:
Tak, J.A., Bosch, J.D., Begeer, S., & Albrecht, G. (2014, 8e druk) (Eds.). Handboek psychodiagnostiek voor de hulpverlening aan kinderen. Utrecht: de Tijdstroom.
Bosmans, G., Bijtebier, P., Noens, I., & Claes, L.(2017). Diagnostiek bij kinderen, jongeren en gezinnen, deel 3: Ontwikkelingsdomeinen in het vizier.
Bosmans, G., Bijtebier, P., Noens, I., & Claes, L.(2017). Diagnostiek bij kinderen, jongeren en gezinnen, deel 4: specifieke klachten onder de loep.
Recommended reading (not compulsory):
Pameijer, N.K., Beukering, J.T.E. van (2015). Handelingsgerichte diagnostiek in het onderwijs. Een praktijkmodel voor diagnostiek en advisering. Leuven: Acco.
For English speaking students:
Frick, P.J., Barry, C.T., & Kamphaus, R.W. (2020). Clinical assessment of children’s personality and behavior, (4th edition). New York: Springer.
Carr, A. (2015). The handbook of child and adolescent clinical psychology: A contextual approach. Routledge.
Additional articles and chapters will be linked to on BrightSpace.
Dr. Marieke Bos firstname.lastname@example.org