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Advanced Child and Adolescent Psychiatry


Entry requirements

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, Trauma, Attention-Deficit / Hyperactivity Disorder (ADHD), Personality Disorders, Schizophrenia, Conduct Disorders, and others.

The work group sessions, generally conducted by an expert in the topic being addressed, are centered around a discussion topic relevant to contemporary Child and Adolescent Psychiatry and comprise a presentation by students, analysis of a case study by students and the expert and discussion of scientific developments and trends, issues in society. Emphasis is given to:

  • The requirements to properly set a diagnosis;

  • Different forms of treatment and treatment planning;

  • Critical evaluation of (scientific) information, e.g. related to the effectiveness of different forms of intervention and treatment.

During analysis of the case studies the requirements for properly setting a diagnosis and formulating a treatment plan are discussed. 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.

Course objectives

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 crouse 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;

  • Formulate a basic analysis of a patient case study in the form of a descriptive diagnosis, diagnosis hypotheses and a treatment plan; and

  • Describe how symptom presentation in different contexts can influence the diagnostic process.


For the timetables of your lectures, work groups and exams, please select your study programme in:
Psychology timetables



Students need to enroll for lectures and work group sessions.
Master’s course registration


Students are not automatically enrolled for an examination. They can register via uSis from 100 to 10 calendar days before the date. Students who are not registered will not be permitted to take the examination.
Registering for exams

Mode of instruction

8 work group sessions, each incorporating a critical discussion with an expert in the field.

Assessment method

  • A group presentation during one of the work group sessions (20% of final mark)

  • An individual paper on one of the assigned discussion topics (40% of final mark) and a case study (40% of final mark)

  • Active participation in the work group sessions (is required but not officially assessed)

The Faculty of Social and Behavioural Sciences has instituted that instructors use a software programme for the systematic detection of plagiarism in students’ written work. In case of fraud disciplinary actions will be taken. Please see the information concerning fraud.

Reading list

  • Rutter, M., a.o. (2008). Rutter’s Child and Adolescent Psychiatry. 5th ed. Blackwell Publishing
    Additional literature related to each seminar topic will be provided during the course. A couple of examples:

  • Crowell SE, Beauchaine TP, Linehan MM. (2009). A biosocial developmental model of borderline personality: Elaborating and extending Linehan’s theory. Psychological Bulletin 2009 May;135(3):495-510.

  • Reichart, C.G., Nolen, W.A., Earlier onset of Bipolar Disorder in children by antidepressants or stimulants? A hypothesis. Journal of affective Disorders, 2004 jan,78(1):81-4.

Contact information

Dr. Anne Miers