• Course title: Assessment process: judgment and decision (Diagnostischer Prozess: Urteil und Entscheidung)
• Number of ECTS: 1
• Course code: MAPI-30
• Module(s): A. Theory
• Language: DE
• Mandatory: Yes

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 lernen anhand eines Fallbeispiels, den diagnostischen Prozess selbständig in Form eines psychologischen Gutachtens zu dokumentieren.

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. 

presentation and

report

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.

• Course title: Intervention methods: training programs (Interventionsmethoden: Trainingsprogramme)
• Number of ECTS: 1
• Course code: MAPI-37
• Module(s): A. Theory
• Language: DE
• Mandatory: Yes

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. 

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 behavior 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.  

written report

Bibliographical references will be advised in the course

• Course title: Learning and learning difficulties – numeracy (Lernen und Lernprobleme: Rechenfertigkeiten)
• Number of ECTS: 3
• Course code: MAPI-18
• Module(s): A. Theory
• Language: EN
• Mandatory: Yes

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.

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

25% report and 75% exam

Bibliography

Landerl K., and Kaufmann, L., Dyskalkulie, 2. Auflage, Ernst Reinhardt, 2013       Habib, M., La constellation des Dys, De Boeck Supérieur, 2014       Fayol, M. L’acquisition du nombre, Presses Universitaires de France, 2013       Blakemore, S.-J.; Frith, U., The learning brain: Lessons for education. Malden: Blackwell Publishing, 2005 Goswami, U. Cognitive development. The learning brain. Psychology Press, 2008       Butterworth, B. and Kovas, Y. Understanding Neurocognitive Developmental Disorders Can Improve Education for All. Science. Vol. 340, 2013

• Course title: Legal and ethical foundations of school psychology in Luxembourg
• Number of ECTS: 1
• Course code: CSP-1
• Module(s): A. Theory
• Language: FR
• Mandatory: No

Les étudiants seront capables de trouver les principaux textes législatifs concernant la psychologie scolaire au Luxembourg et de les citer. En outre, ils seront à même de pouvoir répondre aux principales questions conceptuelles et éthiques qui se posent en travaillant avec les jeunes et au sein de l’institution de l’école et ceci en tenant compte des différentes hiérarchies et contextes qui s’imposent. Finalement, ils auront vue quelques approches méthodologiques leur permettant d’aborder leur travail avec le jeune en équipe multi professionnelle (cette thématique sera approfondie dans un autre module du Certificat).

Le cours débute avec une introduction sur l’historique de la psychologie en milieu scolaire au Luxembourg. Après cette vue globale et l’approfondissement de quelques textes légaux clefs, le cours incite à explorer également les liens conceptuels entre différents domaines de la psychologie scolaire (e.a. orientation, difficultés d’apprentissages, inclusion, médiation scolaire, éducation non-formelle, bien-être) et leur développement au Grand-Duché. De plus la situation actuelle au niveau du statut du psychologue et du psychothérapeute est analysée, pour venir au sujet du règlement grand-ducal sur la protection des données (RGPD) en général, et de la protection des données des clients au niveau du Schülerkognitionsinventar Luxemburg (SKI-L) et du (GEPS) plus spécifiquement. Une deuxième grande thématique est celle des droits de l’enfant et de la protection de la jeunesse qui sera mise en pratique en utilisant le cadre légal et éthique mis en évidence auparavant.

Les étudiants écrivent des descriptions de cas pratiques qui seront discutés en plénière lors du dernier cours. Ce texte pourra ensuite être adapté et constitue la base d’évaluation.

Bibliography

1. Steffgen, G., Michaux, G., & Ferring, D. (2014). Psychologie in Luxemburg – Ein Handbuch.

Luxemburg: Binsfeld.

2. CPOS/SPOS. (2014). Charte de travail. Accessible en ligne.3. MENJE. (2018). Cadre de référence commun pour l’accompagnement psychosocial et l’offre périscolaire dans les lycées.     Accessible en ligne.4. Plan général du code de l’éducation Nationale (2023). Chapitre 8 – Les services des lycées (Loi du 30 juin 2023). Art.28bis. Le                service psycho-social et d’accompagnement scolaires. Art.28ter. Le service socio-éducatif.

Journal of School Psychology, 45(3), 213–236.

6. MENJE. (2022). Plan d’action national pour la jeunesse 2022-2025. Ensemble pour le bien-être des jeunes. Accessible en ligne.

7. Durayappah, A. (2011). The 3 P Model: A General Theory of Subjective Well-Being. Journal of Happiness Studies, 12, 681-716.               Accessible en ligne.8. Cefai, C., Simões, C., & Caravita, C. S. (2021). A systemic, whole-school approach to mental health and well-being in schools in the       EU: Analytical report. (European Commission. Directorate General for Education, Youth, Sport and Culture., Ed.).            Publications Office. https://data.europa.eu/doi/10.2766/50546,

9. https://men.public.lu/fr/systeme-educatif/droits-enfant/convention-internationale.html

10. Maltraitance du mineur. Accessible en lige https://men.public.lu/dam-assets/catalogue-publications/droits-de-lenfant/informations-generales/maltraitance-mineur-fr.pdf 

• Course title: Enhanced data analysis (Vertiefung in Datenanalyse)
• Number of ECTS: 3
• Course code: MAPI-27
• Module(s): B. Application
• Language: DE
• Mandatory: No

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 old and 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., boxplots, histograms, violinplots), bivariate (e.g., scatterplots with fitted regression lines) and multivariate data analysis (e.g., interaction plots). 

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 regression analysis techniques and how to do mediation and moderation analysis. Moreover, the course provides tests to check for model assumptions. 

100% report

BibliographyEid, M., Gollwitzer, M., Schmitt, M. (2017). Statistik und Forschungsmethoden (5. Aufl.). Beltz. Ekstrom, C. T. (2017). The R primer (2th 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 Verlag. Wollschläger, D. (2013). R kompakt. Der schnelle Einstieg in die Datenanalyse. Berlin u.a.: Springer.

• Course title: Health Psychology A: theories and models (Gesundheitspsychologie A: Theorien und Modelle)
• Number of ECTS: 3
• Course code: MAPI-7
• Module(s): B. Application
• Language: DE
• Mandatory: No

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.

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’. 

presentation

BibliographyEhlert, 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. 

• Course title: Inclusion from a school psychological perspective
• Number of ECTS: 3
• Course code: CSP-2
• Module(s): B. Application
• Language: EN
• Mandatory: No

At the end of this module, participants will have acquired:

– Knowledge of the inclusion system, its players, and the interconnections between them

– Knowledge of the specific role of the psychologist in the inclusion system

– Knowledge of the elements involved in diagnosing the pupil’s needs and taking charge of them

– Knowledge of working with parents, teachers, and the various committees (CNI; CI; CAR)

– Knowledge of internal networking (ESEB, SePAS, SSE) and external networking (centres, juvenile psychiatry, ONE, child psychiatry,         SCAP, etc.).

– Introduction: the specific theme of this course will be the role of the psychologist in the field of inclusion and inclusive education.- In this context, participants will be given an overview of the history of inclusion in Luxembourg, taking stock of the role of the                psychologist. They will be able to gain a holistic perspective of the profession and the related tasks as currently defined.- During this seminar, participants will acquire knowledge of the fundamental principles of inclusive education and its application in        the Luxembourg context. They will have the opportunity to grasp the main lines of work of the psychologist within the      inclusion system at the various levels of education, whether at primary or secondary level, within the European system, in      vocational and adult training, or in skills centres. – During this module, participants will be able to carry out a critical and structured analysis of the support provided to pupils with            special educational needs and their families, and of work with teachers, multi-professional teams, and inclusion      committees at local, regional, or national level. – In addition to basic theory, participants will be asked to study specific cases through clinical vignettes, and to engage in self- reflection based on their own experiences. – Participants will be able to contribute their views on the psychologist’s presence in the context of guidance at the PFS, class councils and disciplinary councils. – They will gain a perspective on university research into the inclusion and monitoring of EBS.

Short individual or group essay (20 pages) based on a clinical case study (understanding and responding to situations of inclusion).

Bibliography

1. Amirpur, D., & Platte, A. (2017). Handbuch inklusive Kindheiten. utb.

2. Kiel, E. (Hrsg.). (2014). Inklusion im Sekundarbereich. Kohlhammer.

3. Kracke, B. (2014). Schulische Inklusion – Herausforderungen und Chancen. Psychologische Rundschau 65(4), 237–240.

4. Martin, A. J., Sperling, R. A., & Newton, K. J. (2020).

Handbook of Educational Psychology and Students with Special Needs.

Routledge.

5. Moser, V. (Hrsg.). (2013). Die inklusive Schule. Standards für die Umsetzung. Kohlhammer.

6. Rank, A. (2024). Inklusion von Anfang an. Aufgabe der Grundschule. Kohlhammer.

7. Schuntermann, M. F. (2022). Einführung in die ICF: Grundkurs, Übungen, offene Fragen. ecomed-Storck

8. Sturm, T., Wagner-Willi, M., & Platte, A. (2018). Handbuch schulische Inklusion. utb.