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Master of Science inPsychology:
Psychological Intervention
MPI
Course description
Academic year 2019/2020 Summer semester
1
2
567820
Table of contents
Administrative staff of the MPI Teaching staff of the MPI Academic calendar 2019/2020 Organisation chart of the MPI Overview of semester 2 Courses of semester 2 Overview of semester 4 Courses of semester 4 21
Administrative staff of the MPI
Study director :
Prof. Dr. Georges STEFFGEN Campus Belval Building MSH, Office E04-45-020 T +352 46 66 44 6644 [email protected]
Deputy study director:
Dr. Matthias BÖHMERCampus Belval Building MSH, Office E04-35-020 T +352 46 66 44 9613 matthias@[email protected]
Administration:
Ulrike Maser M.A.
Campus Belval Building MSH, Office M00-25-150T +352 46 66 44 9611 [email protected] Opening hours : Monday, Tuesday, Friday from 14h00-16h00
Address :
Université du Luxembourg Master of Science in Psychology:Psychological InterventionCampus Belval 11, porte de Sciences L-4366 Esch-sur-Alzette
1
Teaching staff of the MPI
The teaching staff of the MPI is composed of the academic staff of the University of Luxembourg (professors, assistant-professors, researchers) as well as international guest lecturers from differentpsychological working fields.
Dr. Isabelle ALBERT Research scientist
Campus Belval Building MSH, E04 25-180
Ph +352 46 66 44 9542 [email protected]
Dr. Gabrijela ALEKSIC Research scientist
Campus Belval Building MSH, E04 25-180
Ph +352 46 66 44 9679 [email protected]
Layla BATTISTUTTA Doctoral researcher
Campus Belval Building MSH, E04 45-010
Ph +352 46 66 44 9624 [email protected]
Dr. Matthias BÖHMERResearch scientist
Campus Belval Building MSH, E03 45-010
Ph +352 46 66 44 9613 [email protected]
E’Louise BOTES Doctoral researcher
Campus Belval Building MSH, E03 45-150
Ph +352 46 66 44 [email protected]
Prof. Dr. Brad J. BUSHMAN Guest lecturer
Prof. Dr. Samuel GREIFF Professor
Ph +352 46 66 44 9245 [email protected]
Prof. Dr. Joanne HARTGuest lecturer
Ulrich KELLER Research and developmental specialist
The Ohio-State University School of Communication
Campus Belval Building MSH, E03 25-340
University of ManchesterSchool of Medical Sciences
Campus Belval Building MSH, E03 25-440
Ph +352 46 66 44 9287 [email protected]
2
Dr. Ernst KERNGuest lecturer
SHG Kliniken SonnenbergKlinik für Psychiatrie, Psychotherapie und Psychosomatik
Dr. Florian KRIEGER Postdoctoral researcher
Campus Belval Building MSH, E03 25-380
Ph +352-46 66 44 9299 [email protected]
Dr. Annika LUTZ Research scientist
Ph +352 46 66 44 9682 [email protected]
Dr. Anja MALMENDIER Guest lecturer
Dr. Wendy MALTINSKYGuest lecturer
Ass.-Prof. Dr. André MELZERProfessor
Ph +352 46 66 44 9614 [email protected]
Dr. Gilles MICHAUX Guest lecturer
Björn NICOLAYDoctoral researcher
Prof. Dr. Kathleen Otto Guest lecturer
Dr. Andreia PINTO COSTA Research scientist
Ph +352 46 66 44 9693 [email protected]
Prof. Dr. Christine SCHILTZ Professor
Campus Belval Building MSH, E04 35-170
Centre HospitalierNeuro-Psychiatrique
University of the Highlands and Island Department of Psychology
Campus Belval Building MSH, E04 45-030
GesondheetsZentrum Fondation Hôpitaux RobertSchuman Luxembourg
Campus Belval Building MSH, E03 25-390
Universität Marburg Fakultät für Psychologie
Campus Belval Building MSH, E04 35-020
Campus Belval Building MSH, E03 25-330
Ph +352 46 66 44 9529 [email protected]
Ph +352 46 66 44 [email protected]
3
Prof. Dr. Sylvia SCHNEIDER Guest lecturer
Universität Bochum Fakultät für Psychologie
Dr. Saskia SCHOLTEN Guest lecturer
Universität Koblenz-Landau Fakultät für Psychologie und Psychotherapie
Dr. Anne-Marie SCHULLER Guest lecturer
Rehazenter Luxemburg [email protected]
Ass.-Prof. Dr. André SCHULZProfessor
Campus Belval Building MSH, E04 35-190
Ph +352 46 66 44 9549 [email protected]
Dr. Elisabeth SEIMETZ Guest lecturer
Ligue Luxembourgeoise d’Hygiène Mentale
Dr. Philipp SISCHKA Research scientist
Campus Belval Building MSH, E04 45-010
Ph +352 46 66 44 9782 [email protected]
Dr. Philipp SONNLEITNER Research scientist
Campus Belval Building MSH, E03 35-240
Ph +352 46 66 44 9514 [email protected]
Prof. Dr. Georges STEFFGEN Professor
Campus Belval Building MSH, E04 0445-020
Ph +352 46 66 44 6644 [email protected]
4
Prof. Dr. Claus VÖGELEProfessor
Campus BelvalBuilding MSH, E04 35210
Ph +352 46 66 44 [email protected]
Week Mon Tue Wed Thu Fri Sat Sun Week Mon Tue Wed Thu Fri Sat Sun Week Mon Tue Wed Thu Fri Sat Sun
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Week Mon Tue Wed Thu Fri Sat Sun Week Mon Tue Wed Thu Fri Sat Sun Week Mon Tue Wed Thu Fri Sat Sun
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27 29 30 31 27 28 29 30 31 35 24 25 26 27 28 29 30
36 31
Academic events Sundays and public holidays
Welcome Day All Saints
Week Mon Tue Wed Thu Fri Sat Sun Rentrée Académique Easter Monday
36 1 2 3 4 5 6 International Day Labour Day
37 7 8 9 10 11 12 13 Graduation week Europe Day
38 14 15 16 17 18 19 20 FSTC (BA & MA) Ascension Day
39 21 22 23 24 25 26 27 FDEF (BA & MA) Whit Monday
40 28 29 30 FLSHASE (BA & MA) National holiday
Doctoral candidates Assumption
Other events
Unicareers
Testez nos Facultés
Foire de l'étudiant
15 August 2020
7-8 Nov 2019
9 May 2020
6 November 2019 1 May 2020
21 May 2020
1 June 2020
23 June 2020
27 Sept 2019
28-31 Oct 2019
13 April 2020
JUNE 2020 JULY 2020 AUGUST 2020
SEPTEMBER 20201 November 2019
11 December 2019
12 December 2019
2 October 2019
10-13 December 2019
13 September 2019
10 December 2019
13 December 2019
DATES
17 February - 13 September 2020
No courses
Last day for boards of examiners' sessions4 September 2020
Courses17 Feb - 30 May 2020
8 June - 4 July 2020 Exams
13 - 18 April 2020 Spring holidays
1 - 6 June 2020 Study days
6 July - 12 September
16 September 2019 - 16 February 2020
DATES
24 February 2020 Last day for boards of examiners' sessions
Courses
Winter holidays
No courses
23 Dec 2019 - 4 Jan 2020
16 Sept - 21 Dec 2019
10 - 15 February 2020
Academic Calendar 2019/2020
SEPTEMBER 2019 OCTOBER 2019 NOVEMBER 2019 Winter semester
DECEMBER 2019 JANUARY 2020 FEBRUARY 2020
MARCH 2020 APRIL 2020 MAY 2020 Summer semester
6-11 January 2020 Study days
13 Jan - 8 Feb 2020 Exams
Internship Masters'sThesis
Modul A1:
Research
methods
Modul A2:
Psychological
Assessment
Modul A3:
Intervention
Methods
Modul B1:
Clinical
Psychology
Modul B2:
Health
Psychology
Modul B3:
Applied
Psychology
Modul C1:
Internship
Modul D1:
Master's Thesis
Advanced research
methods
P. Sischka
Assessment process: judgement and decision
I. Albert
Intervention methods:
training programs G.
Steffgen, M. Böhmer & E. Seimetz
Adult mental
health
A. Lutz
Theories and models
A. Schulz
Media psychology
A. Melzer
Enhanced data analysis
P. Sischka
Mental disorders
inchildhood
S. Schneider
Professional issues
G. Michaux
Neuropsychological intervention
A.-M. Schuller
Meta-analysis
B. Bushman
Analysis of change
G. Aleksic
Interventions for acute mental crisis
E. Seimetz
Foundations of clinical
psychological interventions
A. Lutz
Methods and assessment
A. Schulz
Cultural psychology: theories and applications
I. Albert
Internship preparation G. Steffgen
Thesis
preparation G. Steffgen
On the way to structural
equation modeling (SEM)
E. Botes & S. Greiff
Advanced psychological
measurement theory
U. Keller &P. Sonnleitner
Interventions at the
organisational level
- systems
K. Otto
Clinical interviewing
E. Kern
School psychology
M. Böhmer
Enhanced test
evaluation
F. Krieger
Counselling in
educational contexts
M. Böhmer
Basic intervention
techniques
S. Scholten
Applications
W. Maltinsky & J. Hart
Emotion regulation in
social and clinical contexts
L. Battistutta
Internship
(12 weeks)30
Case studies
A. Malmendier
Learning and learning
difficulties - numeracy
C. Schiltz30
4Internship
follow-up
G. Steffgen
Thesis 30
G. Steffgen G.Steffgen G. Steffgen C. Vögele C. Vögele G. Steffgen G. Steffgen G. Steffgen
12 ECTS 12 ECTS 12 ECTS 12 ECTS 12 ECTS 12 ECTS 18 ECTS 30 ECTS
Organisation Chart
Master of Science in Psychology: Psychological Intervention
3
2
ECTS
1 30
Sem
este
r Methodology Field of Application
30
Courses start on February 24, 2020
Master of Science in Psychology: Psychological Intervention Summer semester 2019/20
Semester 2
Monday Tuesday Wednesday Thursday Friday Saturday Block seminars
Block seminars
Meta-Aaalysis B. Bushman
09.03.09h45 -13h00
Meta-analysis B. Bushman
10.03.09h45 -13h00
Meta-analysis B. Bushman
11.03 .09h45 -13h00
Meta-analysis B. Bushman
12.03 .09h45 -13h00
Meta-analysis B. Bushman
13.03.09h45 -13h00
SEM 16.03.
09h45 -17h30 (together with MEA)
E. Botes
SEM 17.03.
09h45 -17h30 (together with MEA)
E. Botes
SEM 19.03.
09h45 -17h30 (together with MEA)
E. Botes
SEM 21.03.
09h45-13h00 (only for MPI students)
E. BotesClinical interview
E. Kern 04.04. & 30.05. 08h45 -18h15
Interventionen bei akuten psychischen Krisen
E. Seimetz 23.04.
09h45 -17h30
Interventionen bei akuten psychischen Krisen
E. Seimetz 24.04.
09h45 -17h30
Interventionen bei akuten psychischen Krisen
E. Seimetz 25.04.
09h45 -13h00
Systems intervention K. Otto 14.05.
09h45 -17h30
Systems intervention K. Otto 15.05.
09h45 -17h30
Systems intervention K. Otto 16.05.
09h45 -13h00
Regular seminars 09h45-11h15 School psychology
M. Böhmer Except 09.03. & 16.03.
Analysis of change G. Aleksic
03.03., 24.03., 31.03., 07.04.
Foundations of clinical psy. Interventions
A. Lutz Except 11.03.
Analysis of change G. Aleksic
05.03.
11h30-13h00 Advanced psychological
measurement theory P. Sonnleitner &
U. Keller Except 09.03. & 16.03.
Cultural psychology I. Albert
Except 11.03.
13h00-14h00 Lunch break
14h00-15h30 Health psychology B:
methods and assessment A. Schulz
Except 16.03.
Internship G. Steffgen
04.03
Meta-analysis (Meta-Analyse)
Lecturer: Brad J. Bushman Responsible for the module: Georges Steffgen
Moodle-ID: MPI A1.3 Module: A1
ECTS: 3 Option: No
Type of course: Seminar English
Requirements: No
Course language:
Max. number of participants: 25
Assessment(s): Report
Language of course assessment:
English
Course description
A meta-analysis is a quantitative research review that combines the result of several studies that test the same hypothesis. A meta-analytic review is conceptualized as a scientific inquiry involving five stages that parallel those of primary research. The five stages are: (1) problem formulation, (2) data collection, (3) data evaluation, (4) analysis and interpretation, and (5) public presentation. In this five-day workshop, we will discuss meta-analytic methods. You will also get hands on experience in conducting your own meta-analytic review.
Software
In this class we will use Comprehensive Meta-Analysis software: http://www.meta-analysis.com/The software will be available on the server webpage for our class for FREE (see link above). Comprehensive Meta-Analysis software has been developed over the past 25 years by a team of meta-analysis experts with funding from several federal grants from the U.S. government. The software is powerful, yet user friendly. It will work on either a PC or Macintosh (with PC software) computer.
Learning outcomes
- What a meta-analysis is and when it should be used- How to conduct a literature search for a meta-analysis- How to code studies for a meta-analysis- How to conduct various meta-analytic procedures (e.g., fixed vs. random effects analyses, moderator analyses, funnel plot), and interpret the results
Bibliography
Borenstein, M., Hedges, L. V., Higgins, J.P.T., & Rothstein, H.R. (2009). Introduction to meta-analysis. New York: Wiley. Card, N.A. (2012). Applied meta-analysis for social science research. New York: Guilford. Cooper, H. (2009). Research synthesis and meta-analysis: A step-by-step approach (4th ed.). Thousand Oaks, CA: Sage.Cooper, H.M., Hedges, L. V., & Valentine, J. C. (Eds.). (2009). The handbook of research synthesis (2nd ed.). New York: Russell Sage Foundation. Hunt, M. (1997). How science takes stock: The story of meta-analysis. New York: Russell Sage Foundation.Lipsey, M.W., & Wilson, D.B. (2001). Practical meta-analysis. Thousand Oaks, CA: Sage.
8
On the way to structural equation modelling (SEM) (Der Weg zu Strukturgleichungsmodellen)
Lecturer: Responsible for the module: Georges Steffgen
Moodle-ID:
E'Louise Botes
MPI A1.4 Module: A1
ECTS: 3 Option: No
Type of course: Seminar Course language: English
Requirements: No Max. number of participants:
Assessment(s): ReportLanguage of course assessment:
English
Course description
In this course students will learn the basics of structural equation modeling, its everyday use, and its benefits in analysing empirical data. The course is aimed at developing a practical understanding and will allow students to master basic and advanced models by themselves.
The following classes of models will be covered within in the course:- Path analysis - Confirmatory factor analysis- Structural equation models (i.e., latent regression models)
On all these topics, background information will be given, but the course focuses on hands-on examples. Further, opportunity to use own data sets and to discuss them in class will be given. Specifically, students will get an in-depth understanding of the underlying statistical model and the most widely used software package Mplus among social scientists. No prior knowledge on latent modeling is needed, however, knowledge of basic statistic concepts (descriptive statistics, inference testing, linear and multiple regression, exploratory factor analysis) is required, which was covered in the first part of this course in the previous semester.
Learning outcomes
Students will learn how to interpret and how to apply advanced statistical procedures They will be introduced to new topics and learn ways to analyse and understand data beyond what basic statistical procedures have to offer.
Bibliography
Kline, R.B. (2010). Principles and Practice of Structural Equation Modeling. Guilford.
25
9
Analysis of change (Veränderungsanalyse)
Lecturer: Responsible for the module: Georges Steffgen
Moodle-ID:
Gabrijela Aleksic
MPI A2.2 Module: A2
ECTS: 3 Option: No
Type of course: Seminar Course language: English
Requirements: No Max. number of participants:
Assessment(s): Exam
Language of course assessment:
English
Course description
Change is both inevitable and constant and thus has been a focus of psychological research for decades. The notion of change has been predominant in developmental psychology as by observing children’s behaviour for example we areinterested in capturing the process of their development, be it cognitive or socio-emotional. Longitudinal data are mirroring the measurement of change. We are interested in within-individual change or how person changes over time and interindividual differences or what predicts differences among people in their change. In order to capture change statistically we need: (1) the availability of multiple waves of data, (2) a metric of time, and (3) an outcome that changes systematically (Singer, & Willett, 2003). This course will introduce the concept of change and stability by usingthe statistical tools such as multivariate analysis of variance with repeated measures, multiple regression, structural equation and multilevel modelling. The students will have the opportunity to actively participate in the course byworking with the real data and pertinent research questions about change and stability processes.
Learning outcomes
Learning outcomes are reflected in understanding the different meanings underlying the concepts of change and stability in psychology. Students will be able to conceive studies that will test these notions at different levels. More specifically, students will be able to understand and perform statistical procedures that tackle stability and change and interpret its results.
Bibliography
Hertzog, C., & Nesselroade, R. (2003). Assessing psychological change in adulthood: An overview of methodological issues. Psychology and Aging, 18(4), 639-657. doi:10.1037/0882-7974.18.4.639Hox, J. (2010). Multilevel analysis: Techniques and applications. London: Routledge.Singer, J., & Willett, J.B. (2003). Applied longitudinal data analysis: Modeling change and event occurrence. London:Oxford University Press. Tabachnick, B.G., & Fidell, L.S. (2013). Using multivariate statistics. Boston: Pearson Education.Weiss, R. (2003). Modeling longitudinal data. New York: Springer.
25
10
Advanced psychological measurement theory (Vertiefung in psychologischer Messtheorie)
Lecturer: Philipp Sonnleitner & Ulrich Keller
Responsible for the module: Georges Steffgen
Moodle-ID: MPI A2.3 Module: A2
ECTS: 3 Option: No
Type of course: Seminar Course language: German
Requirements: Yes Max. number of participants: 25
Assessment: 25% presence (participation) and 75 % exam
Language of course assessment:
German
Course description
This course builds on and extends basic knowledge in measurement of psychological attributes. We will tackle the question what measurement in the field of psychology actually means and if it is possible at all. After (re-)visiting different measurement models, ranging from true-score theory to item response theory, we will discuss their implications for test development in general and the development of items making up such tests specifically. Special emphasis will be laid on theoretical underpinnings of test score interpretation, e.g. in clinical settings. All discussed models will be applied to data sets to demonstrate their advantages, potential, but also limitations. Throughout the course, concrete examples of measurement instruments and measurement contexts will be used in order to exemplify the theoretical contents.
Learning outcomes
Outcomes of this course are threefold: Students will be equipped with a profound understanding of most common measurement theories that are used to develop tests, the ability to practically apply these models to data, and to judge their implications on real-world diagnostic settings. The course builds up and substantially extends knowledge to responsibly apply and interpret psychological tests and questionnaires.
Requirements
Basic knowledge in statistics, test theory and related concepts, such as reliability, validity, or objectivity. Willingness to engage in philosophical debates on measurement, as well as the application of related statistical models using the programming language R (with which we assume basic familiarity). We expect students to work through provided scientific literature on the topic between the courses.
Bibliography
Markus, K.A., & Borsboom, D. (2013). Frontiers of test validity theory: Measurement, causation, and meaning. Routledge.
Rost, J. (2004). Lehrbuch Testtheorie, Testkonstruktion (2nd ed.). Huber.
11
Interventions for acute mental crisis (Interventionen bei akuten psychologischen Krisen)
Lecturer: Elisabeth Seimetz Responsible for the module: Georges Steffgen
Moodle-ID: MPI A3.2 Module: A3
ECTS: 3 Option: no
Type of course: Seminar Course language: German
Requirements: No Max. number of participants: 25
Assessment: Report
Language of course assessment: German
Course description
In diesem Seminar werden zunächst zentrale Theorien und Konzepte zur Entstehung und Aufrechterhaltung akuter psychischer Krisen behandelt. Verlaufsformen psychischer Krisen und deren spezifische Gefahren (z.B. Suizidalität) werden vorgestellt und diskutiert. Anschließend werden vertiefte Kenntnisse über Methoden der Krisenintervention sowie spezielle Aspekte der Krisendiagnostik und -intervention vermittelt. Zur Vertiefung bzw. praktischen Anwendung des Erlernten werden verschiedene Übungen durchgeführt. Dafür werden konkrete Fälle aus der Praxis exemplarisch eingebracht. Anwendungen werden erprobt und die Bedeutung für unterschiedliche Anwendungskontexte erarbeitet.
Learning outcomes
Die Studierenden erwerben grundlegendes Wissen zur Symptomatologie und Ätiologie psychischer Krisen sowie vertiefte Kenntnisse über den Zusammenhang zwischen theoretischen Annahmen und praktischen Interventionen. Ziel ist die Förderung der Kompetenz, dieses Wissen in praktischen Fällen konkret anzuwenden. Die Studierenden machen erste praktische Erfahrung in der Anwendung von Interventionstechniken. Sie können bei Betroffenen Stabilisierung und Entlastung bewirken und kennen die Möglichkeiten und Grenzen ambulanter Krisenintervention.
Bibliography
Kunz, S., Scheuermann, U., & Schürmann, I. (2009). Krisenintervention: ein fallorientiertes Arbeitsbuch für Praxis und Weiterbildung. Beltz Juventa. Riecher-Rössler, A., Berger, P., Yilmaz, A. T., & Stieglitz, R. D. (Hrsg.). (2004). Psychiatrisch-psychotherapeutische Krisenintervention: Grundlagen, Techniken und Anwendungsgebiete. Hogrefe. Rupp, M. (2003). Notfall Seele: ambulante Notfall- und Krisenintervention in der Psychiatrie und Psychotherapie. Thieme. Sonneck, G., Kapusta, N., Tomandl, G., & Voracek, M. (Hrsg.). (2016). Krisenintervention und Suizidverhütung. UTB.
12
Interventions at the organizational level – systems (Intervent. auf organisat. Ebene - Systeme)
Lecturer: Kathleen Otto Responsible for the module: Georges Steffgen
Moodle-ID: MPI A3.3 Module: A3
ECTS: 3 Option: No
Type of course: Seminar Course language: English
Requirements: No Max. number of participants: 25
Assessment(s): ReportLanguage of course assessment:
English
Course description
Nowadays, organizations are faced with more changes than ever before and these changes take place in closer succession. Since Kurt Lewin formulated his change model in 1951 the frequency and dynamics of organizational changes have been exploded. His stage model included the phases unfreezing, changing (transitions), (re-)freezing. However, it can be doubted whether organizations today ever come into the "frozen" state. It seems that change management today rather needs to look for meta-routines within ongoing change processes, in order to bring some stability in insecure times. We focus in this seminar on theoretically well-founded and evidence-based management of interventions at different levels in organizations (e.g., from the development of teams and leaders to transformational changes as mergers or offshoring activities). Interventions are necessary to foster organizational development by dealing with structural changes (e.g., merging of teams, implementations of new technology) as well as personnel changes (e.g., increase in the amount of temporary workers or freelancers, downsizing). Based on the most current knowledge in the field, it focuses on "hands-on"-methods for designing, implementing, monitoring, and evaluating real life intervention programs in organizations. Based on a constructivistic understanding of learning, students will get the opportunities, the space, and time to work out detailed project plans together in small teams using case studies. The didactic concept of the seminar includes a broad variety of classroom activities, ranging from small group work, world cafe methods, moderated group discussions, presentations, to role-plays.
Learning outcomes
- Students should gain knowledge on how to design, implement, and evaluate interventions on different levels in organizations- Students should learn about the role of different stakeholders when conducting interventions in particular when faced with organizational changes and restructurings- Students should get an idea about how leaders can be sensitized and trained to foster health of their followers as well as organizational performance outcomes as creativity and innovation- Students should be aware of various work-shop methods which are appropriate for different goals and settings
Bibliography
Literature will be provided during the seminar.
13
Foundations of Clinical Psychological Interventions (Grundlagen klin.-psy. Interventionen
Lecturer: Annika Lutz Responsible for the module: Claus Vögele
Moodle-ID: MPI B1.3 Module: B1
ECTS: 3 Option: Yes
Type of course: Seminar Course language: English
Requirements: No Max. number of participants: 25
Assessment(s): Report
Language of course assessment:
English
Course description
This course constitutes the continuation of the course “Adult Mental Health”, held in the preceding winter semester. We will continue to explore DSM disorders and expand the concept of case formulation. In addition, students will learn how to formalise case formulations as a structured case report, as required e.g. by the German health-care system. The assessment of this course will be the writing of a case report on a case presented by the lecturer. Full ECTS will only be awarded after successful completion of both courses, including a presentation (first semester) and a written case formulation (second semester). The final grade will be calculated as follows: 50% presentation and 50% report.
Learning outcomes
At the end of the course students will be familiar with the diagnostic criteria for major mental disorders; be able to critically evaluate theory and research on biological, social and psychological factors in the aetiology and course of mental disorders; have developed an understanding of the methodological issues in evaluating treatment outcomes; be familiar with different types of and theoretical perspectives on the main mental disorders, and approaches to treatment; be able to compose a formal case report.
Bibliography
Kring, A.M., Johnson, S., Davison, G.C., & Neale, J.M. (2014). Abnormal Psychology (12th ed.). Wiley. Johnstone, L., & Dallos, R. (Eds.). (2014). Formulation in psychology and psychotherapy: making sense of people's problems (2nd ed.). Routledge.
Clinical Interviewing (Klinische Gesprächsführung)
Lecturer: Ernst Kern Responsible for the module: Georges Steffgen
Moodle-ID: MPI B 1.4 Module: B1
ECTS: 0 Option: Yes
Type of course: Seminar Course language: German
Requirements: No Max. number of participants: 25
Assessment: No
Course description
Dieses Seminar vermittelt die konzeptuellen Grundlagen der therapeutischen Gesprächsführung. Neben der therapeutischen Beziehung und Gesprächsführung werden die Merkmale und Ziele einer therapeutisch hilfreichen Gesprächsführung aufgegriffen. Vertieft werden die Grundbedingungen von der therapeutischen Gesprächsführung: Empathie, Akzeptanz, Kongruenz/Präsenz, Validieren, Aktives Zuhören, Gute Fragen formulieren. Ressourcenaktivierung, nonverbale Aspekte der Gesprächsführung, Einbezug von Achtsamkeit werden ebenso fokussiert. Praktisches Üben der Gesprächsführung anhand von Arbeitsblättern, Rollenspielen, Fallbeispielen sowie dem Strukturieren des Gesprächs, dem Umgang mit schwierigen Situationen in Diagnostik und Therapie. Das Anschauen von Lehrvideos zu einzelnen Störungsbildern und schwierigen Situationen sowie das Kennenlernen der Motivierenden Gesprächsführung und von Commitment-Strategien soll die Förderung von Veränderungsmotivation und Veränderungszuversicht verdeutlichen.
Learning outcomes
In diesem Seminar soll ein allgemeines Verständnis für die Durchführung therapeutischer Gespräche entwickelt werden. Die Studierenden sind danach befähigt die unterschiedlichen Ansätze einer therapeutischen Gesprächsführung zu erkennen und zu differenzieren, sowie in einem begrenzten Umfang auch umzusetzen. Zudem verfügen die Studierenden über ein Grundverständnis über die konzeptuellen Grundlagen der therapeutischen Gesprächsführung.
Bibliography
Behr, M., Hüsson, D., Luderer, H., & Vahrenkamp, S. (2017). Gespräche hilfreich führen: Band 1 Praxis der Beratung und Gesprächspsychotherapie. Weinheim: Beltz Juventa.Jähne, A., & Schulz, C. (2018). Grundlagen der Motivierenden Gesprächsführung. Paderborn: Junfermann. Lammers, C.-H. (2017). Therapeutische Beziehung und Gesprächsführung. Weinheim: Beltz.
Health psychology B: methods and assessment (Gesundheitspsy. B: Methoden und Beurteilung
Lecturer: André Schulz Responsible for the module: Claus Vögele
Moodle-ID: MPI B2.3 Module: B2
ECTS: 3 Option: No
Type of course: Seminar Course language: German
Requirements: No Max. number of participants: 25
Assessment: 50 % presentation and 50 % exam (a grade of min. 10 in each assessment is required)
Course language: German
Course description
Health psychology is a psychological sub-discipline on human cognition and behaviour in relation to health. This lecture represents the complement to the lecture “Health Psychology A: Theories and Models”. While in the former lecture, theoretical aspects of health promotion, health risks, as well as behaviour in mental and somatic stress and diseases were addressed, in this course methods to assess psychological and biological indicators relevant for health are discussed. These methods include (a) common questionnaires for the assessment of stress, coping processes, risk perception and behaviour, personality and social factors interacting with health, (b) psychophysiological, psychoendocrinological and psychoimmunological indicators of health, stress and disease, (c) methods of prevention, intervention, evaluation and quality management.
Learning outcomes
Gain understanding of relevant questionnaire-based, psychophysiological, psychoendocrinological and psychoimmunological indicators of health, stress and disease. Develop up-to-date and critical skills in evaluating the strengths and limitations of these methods, and understand their range of application in science and practice. Acquire in-depth- knowledge in evaluating the appropriateness of health-associated measures and the effectiveness of possible interventions.
Bibliography
Ehlert, U., & von Känel, R. (2011). Psychoendokrinologie und Psychoimmunologie. Berlin: Springer. Ehlert, U. (2016). Verhaltensmedizin. Berlin: Springer. Faltermaier, T. (2017). Gesundheitspsychologie (2. Aufl.). Stuttgart: Kohlhammer. Friedman, H.S. (2011). The Oxford Handbook of Health Psychology. Oxford: Oxford University Press. Hurrelmann, K. et al. (2018). Referenzwerk Prävention und Gesundheitsförderung: Grundlagen, Konzepte und Umsetzungsstrategien. Göttingen: Hogrefe. Knoll, N. et al. (2017). Einführung Gesundheitspsychologie. München: UTB. Kohlmann, C. W. et al. (2018). Psychologie in der Gesundheitsförderung. Göttingen: Hogrefe. Renneberg, B., & Hammelstein, P. (2006). Gesundheitspsychologie. Heidelberg: Springer. Rensing, L., Koch, M., Rippe, B. & Rippe, V. (2006). Mensch im Stress. München: Elsevier. Vögele, C. (2008). Klinische Psychologie: Körperliche Erkrankungen. Weinheim: Beltz.
Cultural psychology: theories and applications (Kulturpsychologie: Theorien und Anwendnungen)
Lecturer: Isabelle Albert Responsible for the module: Georges Steffgen
Moodle-ID: MPI B3.3 Module: B3
ECTS: 3 Option: Yes
Type of course: Seminar Course language: German
Requirements: No Max. number of participants: 25
Assessment: 50% oral presentation and 50% written exam
Language of course assessment: German
Course description
Der Kurs beschäftigt sich mit der Rolle von Kultur für die menschliche Entwicklung mit Blick auf die Lebensspanne und unter Berücksichtigung kulturpsychologischer und kulturvergleichender Ansätze. Nach einer Einführung in Theorien und Methoden des Kulturvergleichs sowie der Kulturpsychologie werden anhand von empirischen Originalarbeiten Forschungsergebnisse zur Bedeutung des kulturellen Hintergrunds für Denken, Fühlen, Erleben und Verhalten des Menschen diskutiert. Dabei werden ausgewählte Themenbereiche aus unterschiedlichen psychologischen Teildisziplinen behandelt (z.B. Selbstregulation; Autonomie und Verbundenheit; Migration und Akkulturation; kulturelle Identität; subjektives Wohlbefinden & Gesundheit; interkulturelle Kommunikation). Mit Bezug auf die angewandte Entwicklungspsychologie werden abschließend grundlegende Fragen und Aufgaben der Fallpraxis besprochen.
Learning outcomes
Die Studierenden können die Rolle von Kultur für die individuelle Entwicklung einschätzen und kennen typische Entwicklungsaufgaben und -probleme für verschiedene Lebens- und Altersbereiche im kulturellen Kontext; sie haben die Fähigkeit zum Analysieren von Entwicklungsproblemen und Generieren von Lösungsansätzen unter Berücksichtigung des kulturellen Kontexts, Akkulturation und ethnischer Diversität; sie verfügen über interkulturelle Kompetenzen im Bereich der Entwicklungsberatung
Bibliography
Poortinga, Y.H. (2015). Cross-cultural psychology. In J.D. Wright (Ed.), International encyclopedia of the social & behavioral sciences (2nd ed., pp. 311–317). Oxford: Elsevier. Schwartz, S.J., & Unger, J. (Eds.). (2017). The Oxford handbook of acculturation and health. Oxford: Oxford University Press.Tesch-Römer, C. & Albert, I. (2012). Kultur und Sozialisation. In W. Schneider & U. Lindenberger (Hrsg.), Entwicklungspsychologie (7.Aufl., S. 137-156). Weinheim: Beltz Verlag.Valsiner, J. (2014). An invitation to cultural psychology. London: Sage.
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School psychology (Schulpsychologie)
Lecturer: Matthias Böhmer Responsible for the module: Georges Steffgen
Moodle-ID: MPI B3.4 Module: B3
ECTS: 3 Option: Yes
Type of course: Seminar Course language: German
Requirements: No Max. number of participants: 25
Assessment(s): Exam
Language of course assessment:
German
Course description
Schule ist inhärent eine soziale Situation. Soziale schulbezogene Interaktionen bestehen sowohl zwischen Personen mit gleicher sozialer Rolle (z.B. Schüler-Schüler-Interaktion) als auch unterschiedlicher sozialer Rolle (z.B. Schüler-Lehrer-Interaktion). Diese Interaktionen sind eingebettet in Schule und Schulklasse, so dass Gruppenprozesse auf die Interaktionen zwischen Einzelakteuren einwirken. Innerhalb des Kurses werden spezifische soziale Interaktionen in der Schule aufgegriffen, in einen sozialpsychologischen Theorierahmen eingebettet und mit empirischen Forschungsbefunden verbunden. Aufbauend auf dieser Betrachtung erfolgt die Erarbeitung von Interventionsmaßnahmen, die im schulischen Bereich tätige Psychologen zur Verbesserung sozialer Prozesse einsetzen können. Die Erarbeitung der Interaktionsmaßnahmen erfolgt auf Basis in der Forschungsliteratur dokumentierten Interventionsprogrammen. Die Teilnehmer sind aufgefordert, über das Studium der Manuale dieser Interventionen, Gruppenarbeiten und Rollenspiele die Fähigkeit zu erwerben, diese Interventionsprogramme durchzuführen.
Learning outcomes
Die Teilnehmer erlernen im Seminar, charakteristische soziale Prozesse im Schulkontext zu erkennen, in sozialpsychologische Theorien einzubetten und hieraus wissenschaftlich gestützte Annahmen über zukünftige Entwicklungen und Ansatzpunkte für Interventionen abzuleiten. Sie erhalten Kenntnis über ausgewählte Interventionsprogramme im schulischen Kontext und lernen, diese Programme selbstständig anzuwenden und auf spezifische Bedürfnisse der Situation anzupassen.
Bibliography
Lohaus, A., & Domsch, H. (Hrsg.). (2009). Psychologische Förder- und Interventionsprogramme für das Kinder- undJugendalter. Heidelberg: Springer. Ulich, K. (2001). Sozialpsychologie der Schule. Weinheim: Beltz.
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Internship Preparation (Praktikumsvorbereitung)
Lecturer: Georges Steffgen Responsible for the module: Georges Steffgen
Moodle-ID: MPI C1.1 Module: C1
ECTS: 0 Option: No
Type of course: Seminar Course language: German
Requirements: Yes Max. number of participants: 25
Assessment(s): Report
Language of course assessment:
German
Course description
Jeder Studierende des MPI hat eine Praktikumsstelle in einem Anwendungsbereich der Psychologie zu suchen. In Vorbereitung des zwölfwöchigen Praktikums hat der Studierende einen kurzen Bericht über die Vorgehensweise hinsichtlich der Praktikumssuche sowie die Zielsetzungen des eigenen Praktikums darzulegen. Im Rahmen der Vorbereitung des Praktikums werden die individuellen Zielsetzungen, die geplanten Tätigkeiten sowie die Reflektionsrichtlinien zur Beurteilung des Praktikums besprochen. Wesentlicher Aspekt ist der Transfer und Umsetzung psychologischer Konzepte in der Praxis von Psychologen.
Learning outcomes
- Klärung der eigenen Erwartungen und Wünsche an das Praktikum- Befähigung zur Reflexion über die eigenen praktikumsbezogenen Zielsetzungen - Kenntnisse über die erforderlichen sozialen, personalen und fachbezogenen Kompetenzen - Befähigung zur Reflexion über den Stellenwert der universitären Ausbildungsinhalte in Bezug auf psychologische Interventionen in unterschiedlichen praxisbezogenen Kontexten
Bibliography
Den Studierenden wird im Rahmen der Lehrveranstaltung ein Leitfaden zur Erstellung eine Berichts zur Zielsetzung des Praktikums vorgelegt.
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Master in Psychology: Psychological InterventionSummer semester 2019/20
Semester 4 Monday Tuesday Wednesday Thursday Friday
09h45-11h15 Internship (follow up)
09h45 -13h00 19.05.
Internship (follow up)
09h45 -13h00 20.05. 11h30-13h00
13h00-14h00
14h00-15h30
Follow up internship (Praktikumsnachbereitung)
Lecturer: Georges Steffgen Responsible for the module: Georges Steffgen
Moodle-ID: MPI C1.3 Module: C1
ECTS: Option: No
Type of course: Course language: German
Requirements: Max. number of participants: 25
Assessment(s):
Language of course assessment:
14
Seminar
Yes
Report
Course description
Jeder Studierende des MPI hat einen eigenständig verfassten Erfahrungsbericht über sein dreimonatiges Praktikum zu erstellen. Jeder Studierende präsentiert mittels Referat sein Praktikum sowie seine Praktikumserfahrungen. Die jeweiligen Erfahrungen der Studierenden werden im Rahmen der Lehrveranstaltung reflektiert und diskutiert. Eingegangen wird unter anderem auf die Frage, inwieweit die beruflichen Pläne durch das durchgeführte Praktikum bestärkt oder verändert wurden, inwieweit psychologische Interventionsmethoden (wirksam) eingesetzt werden konnten, inwieweit theoretische Konzepte in der praktischen Tätigkeit umgesetzt wurden, welche Aspekte der beruflichen Tätigkeit die Selbstreflexion geweckt und gefördert haben und welche persönlichen und fachlichen Schlussfolgerungen aus den Praktikumserfahrungen gezogen wurden
Learning outcomes
Nach erfolgreichem Abschluss des Praktikums sowie der Lehrveranstaltung „Nachbereitung des Praktikums“ sind die Studierenden befähigt: a) die beruflichen Tätigkeiten eines/r Psychologe/in aus einem spezifischen Berufsfeld differenziert darzustellen, b) die im Studium erworbenen Kenntnisse und Fertigkeiten mit den berufspraktischen Erfordernissen zu verknüpfen und einzusetzen, c) Kompetenzen unter (supervidierter) Anwendung psychologischer Interventionsmethoden aufzuzeigen, d) die eigenen psychologischen Handlungen kritisch zu analysieren und zu reflektieren, e) einen ausführlichen und detaillierten Erfahrungsbericht zu erstellen und vorzutragen.
Bibliography
Den Studierenden wird zu Beginn der Lehrveranstaltung ein Leitfaden zur Erstellung des Praktikumsberichts ausgehändigt.
German
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