Master of Science in Psychology: Psychological Intervention - MPI - Course description Academic year 2022/2023 Winter semester - Université ...
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Master of Science Behavioural &
in Psychology:
Cognitive Sciences
Psychological
Intervention
MPI
Course description
Academic year 2022/2023
Winter semester
©uni.lu august 2022Table of contents Administrative staff .............................................................................................. 1 Teaching staff ....................................................................................................... 2 Academic calendar 2022/2023 ............................................................................. 5 Organisation chart ................................................................................................ 6 Overview of semester 1........................................................................................ 7 Courses of semester 1 .......................................................................................... 8 Overview of semester 3...................................................................................... 17 Courses of semester 3 ........................................................................................ 18
Administrative staff
Course director
Prof. Dr Georges STEFFGEN
Campus Belval
Building MSH, Office E04 45-020
+352 466644 6644
georges.steffgen@uni.lu
Deputy course director
Dr Matthias BÖHMER, PP
Campus Belval
Building MSH, Office E04 35-020
+352 466644 9613
matthias.boehmer@uni.lu
Study programme administrator
Véronique LAYE, MA
Campus Belval
Building MSH, Office M00 25-150
+352 466644 5134
veronique.laye@uni.lu
Opening hours
Tue 14h00-16h00, Thu 10h00-12h00
We kindly ask you to make an appointment by e-mail before coming to the Study
Administration Office, even during opening hours. Thank you for your understanding!
Address
Université du Luxembourg
Master of Science in Psychology: Psychological Intervention
Campus Belval
11, porte de Sciences
L-4366 Esch-sur-Alzette
1Teaching staff
Our faculty is composed of academic staff of the University of Luxembourg as well as
nationally and internationally renowned scholars from various psychological fields of
work.
Dr. Isabelle ALBERT Campus Belval +352 466644 9542
Research scientist Building MSH, E04 25-180 isabelle.albert@uni.lu
Dr. Gabrijela ALEKSIC Campus Belval +352 466644 9679
Research scientist Building MSH, E04 25-200 gabrijela.reljic@uni.lu
Dr. Matthias BÖHMER Campus Belval +352 466644 9613
Research scientist Building MSH, E04 35-020 matthias.boehmer@uni.lu
Prof. Dr. Brad J. BUSHMAN The Ohio State University bushman.20@osu.edu
Guest lecturer School of Communication
Prof. Dr. Hanna CHRISTIANSEN Philipps-Universität Marburg christih@staff.uni-marburg.de
Guest lecturer Fachbereich Psychologie
Dr. Andreia COSTA Campus Belval +352 466644 9693
Research scientist Building MSH, E04 35-020 andreia.pintocosta@uni.lu
Prof. Dr. Samuel GREIFF Campus Belval +352 466644 9245
Professor Building MSH, E03 25-340 samuel.greiff@uni.lu
Prof. Dr. Joanne HART University of Manchester jo.hart@manchester.ac.uk
Guest lecturer School of Medical Sciences
Dr. Philipp HERZOG Universität Koblenz-Landau herzog@uni-landau.de
Guest lecturer Fachbereich Psychologie
2Ulrich KELLER Campus Belval +352 466644 9287
Research and developmental Building MSH, E03 25-210 ulrich.keller@uni.lu
specialist
Dr. Ernst KERN SHG: Kliniken Sonnenberg e.kern@sb.shg-kliniken.de
Guest lecturer Klinik für Psychiatrie, Psycho-
therapie u. Psychosomatik
Prof. Dr. Anna KORNADT Campus Belval +352-466644 6860
Professor Building MSH, E04 35-170 anna.kornadt@uni.lu
Prof. Dr. Robert KUMSTA Campus Belval +352 466644 9173
Professor Building MSH, E04 45-040 robert.kumsta@uni.lu
Prof. Dr. Anja LEIST Campus Belval +352 466644 9581
Professor Building MSH, E04 25-155 anja.leist@uni.lu
Dr. Anja MALMENDIER Centre Hospitalier Neuro- anja.malmendier@chnp.lu
Guest lecturer Psychiatrique
Dr. Wendy MALTINSKY University of the Highlands and wendy.maltinsky.ic@uhi.ac.uk
Guest lecturer Island
Department of Psychology
Ass. Prof. Dr. André MELZER Campus Belval +352 466644 9614
Professor Building MSH, E04 45-030 andre.melzer@uni.lu
Dr. Gilles MICHAUX GesondheetsZentrum gilles.michaux@ext.uni.lu
Guest lecturer Fondation Hôpitaux Robert
Schuman
Dr. Christoph NIEPEL Campus Belval +352 466644 6747
Research scientist Building MSH, E03 25-400 christoph.niepel@uni.lu
Prof. Dr. Kathleen Otto Universität Marburg kathleen.otto@staff.uni-
Guest lecturer Fakultät für Psychologie marburg.de
3Prof. Dr. Christine SCHILTZ Campus Belval +352 466644 9529
Professor Building MSH, E03 25-330 christine.schiltz@uni.lu
Ass. Prof. Dr. André SCHULZ Campus Belval +352 466644 9549
Professor Building MSH, E04 35-190 andre.schulz@uni.lu
Dr. Elisabeth SEIMETZ Ligue Luxembourgeoise elisabeth.seimetz@ext.uni.lu
Guest lecturer d’Hygiène Mentale
Dr. Philipp SISCHKA Campus Belval +352 466644 9782
Research scientist Building MSH, E04 45-010 philipp.sischka@uni.lu
Dr. Philipp SONNLEITNER Campus Belval +352 466644 9514
Research scientist Building MSH, E03 35-240 philipp.sonnleitner@uni.lu
Prof. Dr. Georges STEFFGEN Campus Belval +352 466644 6644
Professor Building MSH, E04 45-020 georges.steffgen@uni.lu
Prof. Dr. Claus VÖGELE Campus Belval +352 466644 9740
Professor Building MSH, E04 45-210 claus.voegele@uni.lu
42022-2023
Academic Calendar
September 2022 October 2022 November 2022
Week
Mo Tu We Th Fr Sa Su
Week
Mo Tu We Th Fr Sa Su
Week
Mo Tu We Th Fr Sa Su
Winter semester
35 1 2 3 4 39 1 2 44 1 2 3 4 5 6
5 6 7 8 9 10 11 3 4 5 6 7 8 9 7 8 9 10 11 12 13
19/09/2022 - 11/02/2023
36 40 45
37 12 13 14 15 16 17 18 41 10 11 12 13 14 15 16 46 14 15 16 17 18 19 20
DATES
38 19 20 21 22 23 24 25 42 17 18 19 20 21 22 23 47 21 22 23 24 25 26 27
39 26 27 28 29 30 43 24 25 26 27 28 29 30 48 28 29 30
19/09/2022 - 23/12/2022 Courses
44 31
19/12/2022 Last day for withdrawing from exam registrations
Week December 2022 Week January 2023 Week February 2023
Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su
26/12/2022 - 08/01/2023 Winter holidays
48 1 2 3 4 1 5 1 2 3 4 5
49 5 6 7 8 9 10 11 1 2 3 4 5 6 7 8 6 6 7 8 9 10 11 12
09/01/2023 - 14/01/2023 Study days
50 12 13 14 15 16 17 18 2 9 10 11 12 13 14 15 7 13 14 15 16 17 18 19
51 19 20 21 22 23 24 25 3 16 17 18 19 20 21 22 8 20 21 22 23 24 25 26
16/01/2023 - 11/02/2023 Exams
52 26 27 28 29 30 31 4 23 24 25 26 27 28 29 9 27 28
5 30 31
13/02/2023-18/02/2023 No courses
Week March 2023 Week April 2023 Week May 2023
27/02/2023 Deadline for validation by examination boards
Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su
9 1 2 3 4 5 13 1 2 18 1 2 3 4 5 6 7
10 6 7 8 9 10 11 12 14 3 4 5 6 7 8 9 19 8 9 10 11 12 13 14
11 13 14 15 16 17 18 19 15 10 11 12 13 14 15 16 20 15 16 17 18 19 20 21
12 20 21 22 23 24 25 26 16 17 18 19 20 21 22 23 21 22 23 24 25 26 27 28
27 28 29 30 31 24 25 26 27 28 29 30 29 30 31
Summer semester
13 17 22
20/02/2023 - 16/09/2023
Week June 2023 Week July 2023 Week August 2023
Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su
DATES
22 1 2 3 4 26 1 2 31 1 2 3 4 5 6
23 5 6 7 8 9 10 11 27 3 4 5 6 7 8 9 32 7 8 9 10 11 12 13
20/02/2023-03/06/2023 Courses
24 12 13 14 15 16 17 18 28 10 11 12 13 14 15 16 33 14 15 16 17 18 19 20
25 19 20 21 22 23 24 25 29 17 18 19 20 21 22 23 34 21 22 23 24 25 26 27
03/04/2023-10/04/2023 Spring holidays
26 26 27 28 29 30 30 24 25 26 27 28 29 30 35 28 29 30 31
31 31 15/05/2023 Last day for withdrawing from exam registrations
Week September 2023 05/06/2023-10/06/2023 Study days
Mo Tu We Th Fr Sa Su
35 1 2 3
12/06/2023 - 08/07/2023 Exams
36 4 5 6 7 8 9 10
37 11 12 13 14 15 16 17
10/07/2023 - 15/09/2023 No courses
38 18 19 20 21 22 23 24
39 25 26 27 28 29 30 08/09/2023 Deadline for validation by examination boards
ACADEMIC EVENTS PUBLIC HOLIDAYS
16/09/2022 Welcome Day 01/11/2022 All Saints
12/10/2022 "Rentrée Académique" 25+26/12/2022 Christmas+Boxing day
20/10/2022 Study Abroad Day 01/01/2023 New Year's day
13-16/12/2022 Graduation week 10/04/2023 Easter Monday
13/12/2022 FSTM (BA & MA) 01/05/2023 Labour Day
14/12/2022 FDEF (BA & MA) 09/05/2023 Europe Day
15/12/2022 FHSE (BA & MA) 18/05/2023 Ascension Day
16/12/2022 Doctoral candidates 29/05/2023 Whit Monday
23/06/2023 National holiday
15/08/2023 Assumption
OTHER EVENTS
30/09/2022 Unicareers
27+28/10/2022 Student Fair
18/03/2023 Open DayOrganisation Chart
Methodology Field of Application Internship Thesis
Semester
ECTS
Modul 1: Modul 2: Modul 3: Modul 6:
Modul 4: Clinical Modul 5: Health Modul 7: Modul 8:
Research Psychological Intervention Applied
Psychology Psychology Internship Thesis
Methods Assessment Methods Psychology
Intervention methods:
Advanced research Assessment process: Theories and models School psychology
training programs
methods judgement and decision
G. Steffgen, M. Böhmer, A. Schulz M. Böhmer
A. Leist I. Albert
& E. Seimetz
1 27
Mental disorders in
Enhanced data analysis Professional issues Epigenetics and health
childhood
P. Sischka G. Michaux R. Kumsta
H. Christiansen
Foundations of clinical
Interventions for acute Cultural psychology:
Meta-analysis Analysis of change psychological Methods and assessment Internship preparation Thesis preparation
mental crises theories and applications
B. Bushman G. Aleksic interventions A. Schulz G. Steffgen G. Steffgen
E. Seimetz I. Albert
A. Lutz
2 Adult mental health
A. Lutz 33
On the way to structural Advanced psychological Interventions at the
Media psychology:
equation modelling measurement theory organisational level - Clinical interviewing
theories and applications
(SEM) U. Keller & systems E. Kern
A. Melzer
C. Niepel P. Sonnleitner K. Otto
Emotion regulation in
Counselling in Basic intervention Applications
Enhanced test evaluation social and clinical Internship
gerontological contexts techniques W. Maltinsky &
S. Greiff contexts (12 weeks)
A. Kornadt P. Herzog J. Hart
A. Costa
3 30
Learning and learning
Case studies
difficulties - numeracy
A. Malmendier
C. Schiltz
4 Internship 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
6Overview of Semester 1
Master of Science in Psychology: Psychological intervention
Winter semester 2022/23
Semester 1
(courses are beginning on Sep 26, 2020)
Monday Tuesday Wednesday Thursday Friday Saturday
Introductory MPI Introductory session Introduction to
session G. Steffgen Moodle
S. Parnian
26.9 27.9
10h30—11h15 14h00-14h45
Mental disorder in Mental disorder in
childhood childhood
Block H. Christiansen H. Christiansen
seminar 08h45-18h15 08h45-18h15
10.11 11.11
Epigenetic and health Adult mental health Health psychology:
09h45-11h15 R. Kumsta A. Lutz. professional issues
Postponed to summer G. Michaux
semester 22-23 06.10 – 13.10 – 20.10-
end of May in block 01.12
Intervention methods: School psychology Assessment process: ----------------
11h30-13h00 training programs M. Böhmer judgment and decision Advanced research
G. Steffgen/ M. Böhmer/ I. Albert methods
E. Seimetz A.Leist
29.09 – 03.11 – 17.11 –
08.12 – 15.12
13h15-14h00
Health psychology A: Enhanced data analysis Health psychology:
14h00-15h30 Theories and models P. Sischka professional issues
A. Schulz G. Michaux
Einführungsveranstaltung 01.12
26.9
14h00-16h30
15h45-17h15
7Advanced research methods (Vertiefung in Forschungsmethoden)
Lecturer: Anja Leist Responsible for the module: Georges Steffgen
Moodle-ID: MPI A1.1 Module: A1
ECTS: 3 Option: No
Type of course: Seminar Course language: English
Requirements: No Max. number of participants: 25
Assessment: Presentation and report
Language of course English
assessment:
Course description
Current psychological research is predominantly based on empirical data, and development of knowledge in psychology
results from a constant interaction between theory and empirical data. Research questions are deduced from theory,
investigated in empirical studies, which in turn lead to conclusions and implications for the modification of the
theoretical state-of-the-art. Psychological research methodology provides the knowledge and tools necessary within this
process. Thus, research methodology states a broad field covering various subdomains, ranging from measurement
theory and procedures (e.g., observations, questionnaires), qualitative and quantitative designs to statistical analysis
procedures. Within this course, each step in the research process is discussed which specific examples and exercises for
the students. Beside regular attendance and active participation, students are supposed to develop an exemplary
research project within small working groups during the course period. A description of the developed research project,
including theoretical framework and methodology, will be written by the students in the style of a scientific journal article.
The article is subject to the assessment of the student performance in the course and is mandatory for passing the course.
Learning outcomes
The course provides the student basic knowledge necessary to develop and conduct a scientific research project. The
course follows the steps of empirical studies and imparts knowledge and competencies for informed decisions on key
questions arising in the planning of a research project. After passing the course, students will be able (a) to critically read
scientific texts to develop new research questions based on previous studies in a given field, (b) to name and to define
the main theoretical constructs involved in a research question at hand and to generate a theoretical working model, (c)
to evaluate the advantages and disadvantages of different study designs and measurement approaches and to
decide on the most appropriate approach for answering the research question, (d) to decide which types of data
analysis are suitable for a given data structure, (e) to interpret the results of data analyses inthe light of the research
question, and (f) to identify strengths and limitations of their chosen research design. To foster learning and autonomous
decision making, decisions on each planning step are made within the working groups under the guidance of the
lecturers.
Bibliography
Brough, P. (Ed.) (2018). Advanced research methods for applied psychology. Design, analysis and reporting. Routledge.
Coolican, H. (2014). Research methods and statistics in psychology (6th ed.). Psychology Press.
Eid, M., Gollwitzer, M., & Schmitt, M. (2017). Statistik und Forschungsmethoden (5. Aufl.). Beltz.
Goodwin, K.A., & Goodwin, C. J. (2017). Research in psychology. Methods and design (8th ed.). Wiley.
Gorard, S. (2013). Research design. Creating robust approaches for the social sciences. Sage.
Reis, H.T., & Judd, C.M. (Eds.). (2014). Handbook of research methods in social and personality psychology (2nd ed.).
Cambridge: University Press.
8Enhanced data analysis (Vertiefung in Datenanalyse)
Lecturer: Philipp Sischka Responsible for the module: Georges Steffgen
Moodle-ID: MPI A1.2 Module: A1
ECTS: 3 Option: No
Type of course: Seminar Course language: German
Requirements: No Max. number of participants: 25
Assessment: Report
Language of course German
assessment:
Course description
This course gives an introduction in the statistical open-source software R Statistics and RStudio, an integrated
development environment for R. R provides a general language for interactive computations, supported by
techniques for data organization, graphics, numerical computations, model-fitting and many other tasks. At first, the
different data types and their handling and transformation are discussed. Furthermore, statistical tests, coefficients (of
central tendency and dispersion) and the creation of graphs for univariate data analysis are presented. Moreover,
bivariate data analysis procedures are shown. Additionally, the course provides an introduction in variance and
regression analysis techniques and how to do mediation and moderation analysis. Moreover, the course provides tests
to check for model assumptions.
Learning outcomes
The students will learn the basics of programming with R and how to conduct enhanced data analysis. After the
finishing the course, the students will have the knowledge to import their data into R and to transform oldand
create new variables. Furthermore, they will have the expertise to describe their data and provide univariate
coefficients and calculate bivariate associations. Moreover, they are able to conduct multiple regression analysis,
with moderation and mediation analysis as special cases and how to test different model assumptions (e.g., normal
distribution or residuals, linearity). Additionally, they will have the expertise to create informative graphs for
univariate (e.g., box plots, histograms, violin plots), bivariate (e.g., scatter plots with fitted regression lines) and
multivariate data analysis (e.g., interaction plots).
Bibliography
Eid, M., Gollwitzer, M. & Schmitt, M. (2017). Statistik und Forschungsmethoden (5. Aufl.). Beltz.
Ekstrom, C.T. (2017). The R primer (2nd ed.). CRC Press.
Field, A., Miles, J., & Field, Z. (2012). Discovering statistics using R. Sage.
Luhmann, M. (2015). R für Einsteiger: Einführung in die Statistiksoftware für die Sozialwissenschaften (4. Aufl.). Beltz.
Wollschläger, D. (2013). R kompakt. Der schnelle Einstieg in die Datenanalyse. Springer.
9Assessment process: judgement and decision (Diagnostischer Prozess: Urteil und Entscheidung)
Lecturer: Isabelle Albert Responsible for the module: Georges Steffgen
Moodle-ID: MPI A2.1 Module: A2
ECTS: 3 Option: No
Type of course: Seminar Course language: German
Requirements: No Max. number of participants: 25
Assessment: Presentation and report
Language of course German
assessment:
Course description
Der Kurs beschäftigt sich mit der psychologischen Diagnostik im Beratungskontext und geht dabei auf den diagnostischen
Prozess, diagnostische Strategien sowie auf ausgewählte diagnostische Verfahren ein. Nach einer kurzen
Wiederholung der Grundlagen der psychologischen Diagnostik (klassische Testtheorie, Testgütekriterien) richtet sich
der Fokus dieses Kurses verstärkt auf Anwendungsfragen. Folgende Themenbereiche werden vertieft behandelt:
Aufgaben und Ziele von Diagnostik, Arten von Diagnostik, Phasen im diagnostischen Prozess, psychologisches
Gutachten. Insbesondere werden auch Kriterien zur Beurteilung von diagnostischen Verfahren vorgestellt, sowie
Probleme und ethische Aspekte bei der Anwendung diagnostischer Verfahren thematisiert. Dabei wird auf mögliche
Fehlerquellen und Grenzen von Diagnostik hingewiesen und eine kritische Auseinandersetzung angestrebt. Die
Studierenden werden dazu angeregt, ihre eigene Rolle im diagnostischen Prozess zu reflektieren. Ausgewählte
diagnostische Verfahren für die Beratung in verschiedenen Bereichen werden besprochen und anhand von Fallbeispielen
illustriert.
Learning outcomes
Am Ende des Kurses kennen die Teilnehmer verschiedene diagnostische Verfahren aus verschiedenen
Anwendungsgebieten und sind mit der Anwendung dieser Verfahren vertraut. Sie können Ergebnisse diagnostischer
Verfahren interpretieren, kritisch beurteilen und für die weitere Beratung nutzen. Die Studierenden können anhand eines
Fallbeispiels, den diagnostischen Prozess selbständig in Form eines psychologischen Gutachtens dokumentieren.
Bibliography
Fisseni, H. (2004). Lehrbuch der psychologischen Diagnostik: Mit Hinweisen zur Intervention. Göttingen: Hogrefe.
Klann, N., Hahlweg, K. & Heinrichs, N. (2003). Diagnostische Verfahren für die Beratung: Materialien zur Diagnostik und
Therapie in Ehe-, Familien- und Lebensberatung (2. Aufl.). Göttingen: Hogrefe.
Petermann, F. & Eid, M. (Hrsg.). (2006). Handbuch der Psychologischen Diagnostik. Göttingen: Hogrefe.
Westhoff, K. & Kluck, M.-L. (2003). Psychologische Gutachten: schreiben und beurteilen (4. Aufl.). Berlin: Springer.
10Intervention methods: training programs (Interventionsmethoden: Trainingsprogramme)
Lecturer: Georges Steffgen, Matthias Responsible for the module: Georges Steffgen
Böhmer, Elisabeth Seimetz
Moodle-ID: MPI A3.1 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 German
assessment:
Course description
The course provides a comprehensive and thorough grounding on psychological interventions based on standardized
training programs. Diverse (research) theories and models to answer questions related to training program issues will be
discussed. Especially the pursuit of advanced research, as well as the design and evaluation of different training programs
that aim to change human behaviour will be pick out as central themes. The course will prepare students to understand
a wide range of issues in the training programs. Fundamentals of different psychological training programs will be
outlined and students will learn to use some elements of training interventions. Finally, every student will prepare a
written report about a specific training program.
Learning outcomes
Students gain knowledge in essential topics in psychology on interventions by training programs; students are able to
develop a critical perspective on psychological training programs. Students will also be able to identify significant issues,
help design and implement changes which address those issues, and evaluate those changes. Students will have a solid
base of knowledge of the core theories, concepts, methods, findings, and principles of interventions in psychology with
training programs, allowing them to pursue their specialized interests.
Bibliography
Bibliographic references are given in the course.
11Mental disorders in childhood (Psychische Störungen in der Kindheit)
Lecturer: Hanna Christiansen Responsible for the module: Claus Vögele
Moodle-ID: MPI B1.2 Module: B1
ECTS: 3 Option: No
Type of course: Seminar Course language: German
Requirements: No Max. number of participants: 25
Assessment: Presentation
Language of course German
assessment:
Course description
Im Seminar wird eine Einführung in das Gebiet der Klinischen Kinder- und Jugendpsychologie gegeben. Insbesondere
sollen anhand von Vorträgen und Kleingruppenarbeiten die folgenden Themen bearbeitet werden: (1) Relevanz der
klinischen Kinder- und Jugendpsychologie, (2) Definition psychischer Störungen des Kindes- und Jugendalters und
Einführung altersspezifischer Klassifikationssysteme für diese Altersgruppe, (3) Modelle zur Entstehung und
Aufrechterhaltung psychischer Störungen im Kindes- und Jugendalter am Beispiel der häufigsten Störungsbilder, (4)
Überblick über evidenzbasierte Psychotherapie mit Kindern und Jugendlichen am Beispiel der häufigsten Störungsbilder.
Learning outcomes
Am Ende der Lehrveranstaltung verfügen die Studierenden über Grundkenntnisse der Entwicklungspsychopathologie
sowie der wichtigsten Klassifikationssysteme und Ätiologiemodelle psychischer Störungen im Kindes- und Jugendalter.
Sie kennen evidenzbasierte Behandlungsansätze für die wichtigsten psychischen Störungen und wissen um die prädiktive
Rolle psychischer Störungen des Kindesalters für psychische Störungen des Erwachsenenalters.
Bibliography
Schneider, S. & Margraf, J. (Hrsg.). (2009). Lehrbuch der Verhaltenstherapie. Störungen im Kindes- und Jugendalter. Berlin:
Springer.
12Health psychology A: theories and models (Gesundheitspsychologie A: Theorien und Modelle)
Lecturer: André Schulz Responsible for the module: Claus Vögele
Moodle-ID: MPI B2.1 Module: B2
ECTS: 3 Option: No
Type of course: Seminar Course language: German
Requirements: No Max. number of participants: 25
Assessment: Presentation
Language of course German
assessment:
Course description
Health psychology is a psychological sub-discipline on human cognition and behaviour in relation to health. This covers
the maintenance and promotion of health, psychological processes that are associated with the experience of health
risks, diseases, and disability, as well as how cognition and behaviour may affect health, stress, resilience, disease and
recovery. The lecture addresses relevant theories and models that explain (I) the perspective of health psychology as
compared to related sub-disciplines, such as clinical, work, biological or social psychology, (II) psychosocial and
psychobiological factors that are associated with health behaviour and health outcome, (III) the experience, coping and
prevention of stress as one major factor which may impair health, (IV) cognitive and behavioural processes that are
associated with health risks and promotion, as well as the experience of health impairment. This course will provide the
theoretical background for subsequent courses within the module of health psychology, such as ‘Methods and
Assessment’, ‘Professional Issues’ or ‘Applications’.
Learning outcomes
The students are able (a) to understand biopsychosocial processes associated with health behaviour and health outcome;
(b) to understand and evaluate theoretical and empirical research in health psychology; (c) to practically apply theories
on health psychology in psychological intervention; and (d) to formulate and to discuss original research questions in
health psychology, which is necessary to complete a thesis in the area of health psychology.
Bibliography
Ehlert, U. (2016). Verhaltensmedizin. Berlin: Springer.
Ehlert, U. & von Känel, R. (2011). Psychoendokrinologie und Psychoimmunologie. 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.
13Health psychology: professional issues (Gesundheitspsychologie: Berufliche Anforderungen)
Lecturer: Gilles Michaux Responsible for the module: Claus Vögele
Moodle-ID: MPI B2.2 Module: B2
ECTS: 3 Option: No
Type of course: Seminar Course language: German
Requirements: No Max. number of participants: 18
Assessment: Presentation
Language of course German
assessment:
Course description
Health Psychology studies the psychological and behavioural factors influencing wellbeing and illness and uses this
knowledge for health promotion and disease prevention. This course analyses the professional issues (i.e. contextual,
ethical, legal, etc.) and practical obstacles (i.e. communicational, motivational, organisational, etc.) encountered by
practising health psychologists (e.g. how to design and to deliver health promotion/education programmes, how to
interact with other health professionals, how to motivate non-adherent patients, etc.) in various healthcare settings
(i.e. hospitals and clinics, workplace and public health departments, etc.). The course involves directed reading, oral
presentations and group discussions.
Learning outcomes
At the end of the course the students will have: an awareness of potential professional issues in the healthcare sector; a
methodical and ethical reflexivity in the domain of Applied Health Psychology; the competency of problem
conceptualisation (incl. case formulation) and intervention planning in the fields of Clinical, Occupational and Public
Health Psychology; as well as motivational skills for the healthcare context.
Bibliography
Cohen, L.M., McChargue, D.E., & Collins, F.L. (Eds.). (2003). The Health Psychology Handbook. Practical Issues for the
Behavioral Medicine Specialist. London: SAGE.
14School psychology (Schulpsychologie)
Lecturer: Matthias Böhmer Responsible for the module: Georges Steffgen
Moodle-ID: MPI B3.1 Module: B3
ECTS: 3 Option: Yes
Type of course: Seminar Course language: German
Requirements: No Max. number of participants: 25
Assessment: Report
Language of course German
assessment:
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, sodass 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 Studierenden sind nach dem Seminar befähigt charakteristische soziale Prozesse im Schulkontext zu erkennen, diese
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 können diese Programme selbstständig anwenden und auf
spezifische Bedürfnisse der Situation anpassen.
Bibliography
Lohaus, A., & Domsch, H. (Hrsg.). (2009). Psychologische Förder- und Interventionsprogramme für das Kinder- und
Jugendalter. Heidelberg: Springer.
Ulich, K. (2001). Sozialpsychologie der Schule. Weinheim: Beltz.
15Epigenetics and health (Epigenetik und Gesundheit)
Lecturer: Robert Kumsta Responsible for the module: Georges Steffgen
Moodle-ID: MPI B5.0 Module: B1
ECTS: 3 Option: No
Type of course: Seminar Course language: German
Requirements: No Max. number of participants: 25
Assessment: Presentation
Language of course German
assessment:
Course description
Der Forschungszweig der Epigenetik gewinnt zunehmend an Relevanz für die Psychologie und Psychopathologie. Die
Epigenetik beschäftigt sich mit grundlegenden Mechanismen der Genregulation und geht der Frage nach, wie die
Expression von Genen gesteuert wird und welche Einflussfaktoren - von Genetik bis zu Umweltfaktoren - diese Prozesse
kurz- und langfristig beeinflussen. Epigenetische Prozesse werden als eine entscheidende Schnittstelle in der Interaktion
zwischen Genetik und Umweltfaktoren wahrgenommen.
In diesem Seminar sollen Forschungsergebnisse von Tier- und Humanstudien diskutiert werden, die zeigen, dass
epigenetische Prozesse durch spezifische Umwelteinflüsse wie Umweltgifte, Ernährung und psychischen Stress
beinflussbar sind und somit Relevanz für die körperliche und psychische Gesundheit des Menschen haben. Es soll der
Frage nachgegangen werden, wie sich frühe Umweltfaktoren „biologisch festschreiben“ (biological embedding of
experience), und welche Rolle dabei epigenetische Prozesse spielen. Außerdem soll diskutiert werden, ob psychologische
Interventionen epigenetische Prozesse im Erwachsenenalter beeinflussen können. Aktuelle Publikationen werden
besprochen und methodenkritisch analysiert.
Learning outcomes
- Verständnis der grundlegenden Mechanismen epigenetischer Regulation (DNA Methylierung, Histonmodifikation).
- Verständnis der Zusammenhänge zwischen ungünstigen Umwelterfahrungen in frühen Entwicklungsphasen
(pränatal, Kindheit) und Krankheitsprozessen im Erwachsenenalter.
- Verständnis der methodischen und konzeptuellen Herausforderungen des jungen Forschungsfelds der Epigenetik.
Bibliography
Die genaue Auswahl der Literatur findet in Absprache mit den Teilnehmern statt.
Barker ED, Walton E, Cecil CAM. (2018). Annual Research Review: DNA methylation as a mediator in the association
between risk exposure and child and adolescent psychopathology. J Child Psychol Psychiatry. 59(4):303-322.
Hertzman C. (2012). Putting the concept of biological embedding in historical perspective. Proc Natl Acad Sci U S A. 109
17160-7.
Jones MJ, Moore SR, Kobor MS. (2018). Principles and Challenges of Applying Epigenetic Epidemiology to Psychology.
Annu Rev Psychol. 69:459-485.
Kumsta, R. (2019). The role of epigenetics for understanding mental health difficulties and its implications for
psychotherapy research. Psychology and Psychotherapy: Theory, Research and Practice. 92(2):190-207.
16Master of Science in Psychology: Psychological intervention
Winter semester 2020/21
Semester 3
(courses are beginning on Sep 19, 2021)
Monday Tuesday Wednesday Thursday Friday Saturday
Applications Applications Applications
Maltinsky & Hart Maltinsky & Hart Maltinsky & Hart
25.10. 26.10 27.10
09h45-17h30 09h45-17h30 09h45-13h00
Blockseminare Basic interventions Basic interventions Basic interventions
techniques techniques techniques
P. Herzog P. Herzog P. Herzog.
13.10 14.10 15.10
15h45-17h30 08h45-17h30 08h45-17h30
Learning and learning Emotion regulation in
09h45-11h15 difficulties–numeracy social and clinical
Ch. Schiltz contexts
Case studies A. Costa
A. Malmendier Except 6.10 – 3.11
replaced 13.10 – 10.11
27.09 – 4.10 – 11.10 – 14h00-15h30
18.10 Counseling in
11h30-13h00 gerontological contexts
A. Kornadt
13h15-14h00
Enhanced test
14h00-15h30 evaluation
S. Greiff
3.10 – 17.10 – 31.10 –
14.11 – 28.11
15h45-17h15
September 7, 2022Enhanced test evaluation (Vertiefung in Testevaluation)
Lecturer: S. Greiff Responsible for the module: Georges Steffgen
Moodle-ID: MPI A2.4 Module: A2
ECTS: 3 Option: No
Type of course: Seminar Course language: German
Requirements: No Max. number of participants: 25
Assessment: Report
Language of course German
assessment:
Course description
Im Seminar wird systematisch erlernt, Manuale von psychologischen Testverfahren kritisch zu lesen und die Eignung der
Tests für die Beantwortung bestimmter diagnostischer Fragestellungen zu beurteilen. Dabei werden Kenntnisse aus der
Testtheorie (insbesondere psychometrische Gütekriterien), der Persönlichkeitspsychologie (z.B. Persönlichkeits- und
Intelligenzmodelle) und den Forschungsmethoden (z.B. Korrelation, Regression, Faktorenanalyse) praktisch angewendet.
Diese üblicherweise im Bachelor Psychologie vermittelten Kenntnisse, sind die wesentlichen Grundlagen für eine
erfolgreiche Teilnahme am Seminar. Die Evaluation von Testverfahren wird anhand zweier in der psychologischen
Berufspraxis sehr häufig eingesetzter Tests, einem kognitiven Test (Grundintelligenztest Skala 2, CFT-20) und einem
Persönlichkeitstest (Myers-Briggs-Typen Indikator, MBTI), geübt. Abschnitte des Testmanuals werden in Heimarbeit und
im Seminar systematisch durchgearbeitet und besprochen. Kritische Fragen werden im Plenum diskutiert. Die
umfassende Reflektion der Stärken und Schwächen der beiden Testverfahren soll Kenntnisse und Fertigkeiten vermitteln,
die auch auf die Evaluation anderer Testverfahren angewendet werden können.
Learning outcomes
Die Studierenden sind nach dem Seminar fähig psychologische Testverfahren gezielt auszuwählen, d.h. nach erfolgreicher
Teilnahme am Seminar sind die Studierenden in der Lage, aus der großen Menge an verfügbaren Tests ein Verfahren
auszuwählen, das für die Beantwortung ihrer diagnostischen Fragestellung angemessen ist. Die Studierenden sind
befähigt Testmanuale selbstständig zu erarbeiten und die darin enthaltenen Informationen zu Testmaterial, Auswertung
und Gütekriterien zu bewerten. Die Studierenden können, die Stärken und Schwächen eines Tests sorgfältig abwägen,
deren Implikationen für die Beantwortung ihrer diagnostischen Fragestellung erkennen und in ihren
Entscheidungsprozess einfließen lassen.
Bibliography
Bents, R. & Blank, R. (1995). Myers-Briggs Typenindikator, MBTI. Göttingen: Beltz.
Kemper, C. J., Ziegler, M., Krumm, S., Heene, M. & Bühner, M. (2015). Testkonstruktion. In G. Stemmler & J. Margraf-
Stiksrud (Hrsg.), Lehrbuch Psychologische Diagnostik (S. 157-221). Bern: Hans Huber.
Weiß, R.H. (2006). Grundintelligenztest Skala 2 – Revision. Göttingen: Hogrefe.
Ziegler, M. (2014). Stop and state your intentions!: Let’s not forget the ABC of test construction. European Journal of
Psychological Assessment, 30(4), 239-242.
Weitere Literatur wird zu Beginn der Lehrveranstaltung bekannt gegeben.
19Counselling in gerontological contexts (Beratung in gerontologischen Kontexten)
Lecturer: Anna Kornadt Responsible for the module: Georges Steffgen
Moodle-ID: MPI A3.4 Module: A3
ECTS: 3 Option: No
Type of course: Seminar Course language: German
Requirements: No Max. number of participants: 25
Assessment: 50% presentation, 50% written
exam
Language of course German
assessment:
Course description
Das Seminar fokussiert auf Beratung in gerontologischen Kontexten. Der wachsende Anteil von älteren Menschen an der
Bevölkerung bringt auch gestiegenen Beratungs- und Interventionsbedarf in und für diese Zielgruppe mit sich. In dem
Seminar werden nach einer allgemeinen Einführung Beratungsangebote, Theorien und Techniken zum Umgang mit
altersbedingten Veränderungen (wie z.B. dem Eintritt in den Ruhestand, alternde Netzwerke etc.) und altersspezifischen
Problemen (z.B. gesundheitliche Veränderungen, Mobilitätseinschränkungen) behandelt. Des Weiteren werden die
Spezifika und Bedarfe älterer Klient*innen in Bereichen der psychologischen Beratung und Intervention behandelt (z.B.
Psychotherapie im Alter). Die Themen werden anhand aktueller wissenschaftlicher Literatur erschlossen und im Rahmen
der Veranstaltung präsentiert und diskutiert.
Learning outcomes
(1) Die Studierenden werden für die Themen und Problematiken sensibilisiert, die eine alternde Bevölkerung für die
psychologische Beratung mit sich bringt und kennen den aktuellen Forschungsstand. (2) Die Studierenden können
spezifische Themen identifizieren, die im höheren Lebensalter für die Beratung und Intervention von Bedeutung sind und
kennen Lösungsansätze und Techniken für diese Problematiken. (3) Die Studierenden können sich kritisch mit dem Thema
Beratung in gerontologischen Kontexten auseinandersetzen und die Vor- und Nachteile spezifischer Angebote
identifizieren.
Bibliography
Wird in der Veranstaltung bekannt gegeben.
20Basic intervention techniques (Grundlegende Interventionstechniken)
Lecturer: Philipp Herzog Responsible for the module: Claus Vögele
Moodle-ID: MPI B1.5 Module: B1
ECTS: 3 Option: No
Type of course: Seminar Course language: German
Requirements: No Max. number of participants: 20
Assessment: Report
Language of course German
assessment:
Course description
The course ‘basic intervention techniques’ is built around the theoretical framework of cognitive behavioral therapy (CBT)
using experiential learning to effectively build up psychotherapeutic competencies. After briefly repeating the basic
principles of CBT and strategies for building a strong therapeutic relationship, a standard procedure of cognitive
behavioral analysis is introduced to assess psychological problems and maladaptive behavior. Based on the cognitive
behavioral analysis, a case conceptualization is developed and basic intervention techniques of CBT are derived to address
common cognitive and behavioral problems. Selected evidence-based psychological interventions to promote cognitive
and behavior change (e.g., exposure-based interventions, cognitive techniques, mindfulness exercises, relaxation, social
skills training, stress reduction, and behavioral activation) are discussed and practiced in the course.
Learning outcomes
By the end of the course, students will be able to:
- explain the theoretical framework of cognitive behavioral therapy and basic principles of selected evidence-based
psychological interventions
- apply strategies for facilitating a strong therapeutic relationship
- develop a case formulation based on cognitive behavioral principles
- competently implement effective intervention techniques of cognitive behavioral therapy
Bibliography
Beck, J.S. (2013). Praxis der kognitiven Verhaltenstherapie: mit Online-Materialien. Weinheim: Beltz.
Leahy, R.L. (2007). Techniken kognitiver Therapie: Ein Handbuch für Praktiker. Paderborn: Junfermann.
Margraf, J. & Schneider, S. (2018). Lehrbuch der Verhaltenstherapie, Band 1: Grundlagen, Diagnostik, Verfahren und
Rahmenbedingungen psychologischer Therapie. Berlin: Springer.
21Case Studies and Core Clinical Skills (Fallstudien)
Lecturer: Anja Malmendier Responsible for the module: Claus Vögele
Moodle-ID: MPI B1.6 Module: B1
ECTS: 0 Option: Yes
Type of course: Seminar Course language: English
Requirements: No Max. number of participants: 25
Assessment: 50% presence / 50%
presentation
Language of course English
assessment:
Course description
These seminars will utilise case studies of people presenting with psychological/psychiatric difficulties to build up clinical
skills. The course leader will cover essentials of history taking, assessment of psychopathology and relevant theoretical
frameworks to formulate case scenarios. Essentials of risk assessments will be covered. There will be a revision of basic
interview skills with role-plays. Students will learn how to conduct a mental state examination, an essential clinical skill
in many mental health settings. This will include the use of teaching videos. Students will be expected to prepare one
short presentation each. Drawing on case scenarios, students will practice history taking and develop psychological
formulations. There will be room for topics of interest relevant to the overall course aims. These will be agreed at the
first session with the group.
Learning outcomes
Students will develop an understanding of how information gathered through history taking and clinical assessment helps
to establish a diagnosis, develop a formulation and informs a treatment plan. Students will be required to take histories,
perform mental state examinations, present case formulations and suggest evidence based treatment plans. The seminar
will develop basic clinical skills required for assessment and treatment, useful for those wanting to pursue a clinical
career.
Bibliography
Guidelines:
www.nice.org.uk
http://www.dgkjp.de/leitlinien-top (German)
Communication Skills in Mental Health Care an introduction by Xavier Coll and Alexia Papageorgiou, CRC Press
Formulation in Psychology and Psychotherapy, Lucy Johnstone, Rudi Dallos, Routledge
DSM5, ICD10(11)
22Applications (Anwendungen)
Lecturer: Wendy Maltinsky, Joanne Hart Responsible for the module: Claus Vögele
Moodle-ID: MPI B2.4 Module: B2
ECTS: 3 Option: No
Type of course: Seminar Course language: English
Requirements: No Max. number of participants: 20
Assessment: Report
Language of course English
assessment:
Course description
Our behaviour has a significant influence on our health and wellbeing. Globally, the major causes of death and morbidity
are closely linked with health related behaviour of individual people, families, communities and health professionals. As
a consequence, interventions to improve health and reduce the burden of disease require individuals, families,
communities and health professionals to change behaviour. Such interventions are often complex. This course will review
behaviour change theories, and consider the necessary ingredients of interventions for health behaviour change. Through
presentations and small group tasks students will gain an understanding of the development, implementation and
evaluation of interventions. Students will also be introduced to and be provided with opportunities to practice the
communication techniques used in behaviour change interventions. Students will be introduced to a taxonomy of
behaviour change techniques working in small groups to apply their understanding to design an intervention to address
a particular health problem.
Learning outcomes
Students have an understanding of the main processes involved in the design, implementation and evaluation of
interventions for health behaviour change. They understand the use of theory in behaviour change. They understand
the barriers and facilitators individuals may face when trying to change their behaviour through experiential use of data
collection around the implementation of frequently used behaviour change techniques.
Bibliography
Michie S., van Stralen M.M., & West, R. (2011). The behaviour change wheel: a new method for characterising and
designing behaviour change interventions. Implementation Science, 6:42. doi:10.1186/1748-5908-6-42
Michie, S. et al. (2013). The behavior change technique taxonomy (v1) of 93 hierarchically clustered techniques: building
an international for the reporting of behavior change interventions. Annals of Behavioral Medicine, 46(1), 81-95. doi:
10.1007/s12160-013-9486-6. (http://link.springer.com/article/10.1007%2Fs12160-013-9486-6)
23Emotion regulation in social and clinical contexts (Emotionsregulation in soz. und kl. Kontexten)
Lecturer: Andreia Costa Responsible for the module: Georges Steffgen
Moodle-ID: MPI B3.5 Module: B3
ECTS: 3 Option: Yes
Type of course: Seminar Course language: English
Requirements: No Max. number of participants: 25
Assessment: 50% presentation, 50% report
Language of course English
assessment:
Course description
Emotion regulation in social and clinical contexts aims to provide students with a comprehensive and thorough overview
of theoretical and empirical approaches to emotion regulation. By investigating how and under which circumstances
individuals regulate their own and others’ emotions, the course will look at the purpose of emotion regulation and the
consequences of emotion dysregulation in various contexts. Diverse theories and models regarding emotional issues will
be discussed and current research findings on the design, implementation and evaluation of intervention programs will
be addressed. A particular focus will be put on how emotion regulation can be used in psychological interventions to
improve emotional wellbeing and to target emotional difficulties that underlie a multitude of mental health issues and
problem behaviour. Students will specialize in a preferred topic which they will present and for which they will prepare a
written report that critically evaluates emotion regulation research as applied to social and/or clinical psychology.
Learning outcomes
Students will develop in-depth knowledge that is based on current emotion regulation research. They will be able to
critically analyse and highlight the relevance of emotion regulation in some of the most essential areas related to applied
social psychology as well as clinical psychology. By identifying the importance and applicability of emotion regulation in
diverse areas, they will learn to critically evaluate different state of the art emotion regulation interventions and identify
issues regarding design and outcome. Aside from building a strong knowledge base around the core theories,
methodologies and findings on emotion regulation, students will be able to effectively communicate scientific findings
on emotion regulation in line with their specialised interests.
Bibliography
Gross, J.J. (2014). Handbook of emotion regulation (2nd ed.). New York: Guilford.
Nyklíček, I., Vingerhoets, A., & Zeelenberg, M. (2011). Emotion regulation and well-being. New York: Springer.
Vandekerckhove, M., von Scheve, C., Ismer, S., Jung, S., & Kronast, S. (2008). Regulating emotions: Culture, social
necessity, and biological inheritance. Malden, MA: Blackwell.
Vingerhoets, A., Nyklíček, I., & Denollet, J. (2008). Emotion regulation: Conceptual and clinical issues. New York: Springer.
24Learning and learning difficulties - numeracy (Lernen und Lernprobleme: Rechenfertigkeiten)
Lecturer: Christine Schiltz Responsible for the module: Georges Steffgen
Moodle-ID: MPI B3.6 Module: B3
ECTS: 3 Option: Yes
Type of course: Seminar Course language: English
Requirements: No Max. number of participants: 25
Assessment: 25% report, 75% exam
Language of course English
assessment:
Course description
This course will be concerned with typical and atypical development of numeracy from young childhood to adulthood.
Based on the recent literature and scientific findings, theoretical frameworks and concepts related to numerical and
mathematical cognition and its development will be presented and discussed. A special focus will lie on the theory,
diagnose and intervention of developmental dyscalculia and mathematical learning difficulties. Other specific learning
difficulties, such as attention deficits with our without hyperactivity disorder and dyspraxia, will be presented and
discussed as co-morbidities observed in combination with numerical difficulties. Non-cognitive factors that potentially
explain individual differences in numerical and mathematical skills (such as math anxiety and gender) will also be
discussed. All main course topics will systematically be approached from a theoretical (scientific knowledge and methods)
as well as a practical (diagnose and intervention) point of view.
Learning outcomes
Acquisition of up-to-date theoretical frameworks and conceptual knowledge related to numerical and mathematical
learning and learning difficulties. Knowledge, understanding and (constructive) critical approach to the research methods
deployed to investigate the development of numerical cognition and associated cognitive functions. Theoretical
knowledge and practical experience on the procedures that are currently used to assess numerical and mathematical
abilities, diagnose specific learning difficulties, as well as the interventions that have recently been developed to foster
and revalidate typical and atypical mathematical development.
Bibliography
Blakemore, S.-J., & Frith, U. (2005). The learning brain: Lessons for education. Blackwell.
Butterworth, B., & Kovas, Y. (2013). Understanding neurocognitive developmental disorders can improve education for
all. Science, 340(6130), 300-305.
Fayol, M. (2013). L'acquisition du nombre. Presses Universitaires de France.
Goswami, U. (2008). Cognitive development. The learning brain. Psychology Press.
Landerl, K. & Kaufmann, L. (2013). Dyskalkulie (2. Aufl.). Ernst Reinhardt.
Supplementary bibliographic references are given in the course.
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