Programme

• Course title: Collaborative action in schools – multi-professionalism
• Number of ECTS: 1
• Course code: CSP-3
• Module(s): A. Theory
• Language: FR
• Mandatory: Yes

Savoir :
connait le contexte théorique de la collaboration multi-professionnelle (concepts connexes, historique,
perspective systémique et enjeux de l’évaluation) ainsi que les spécificités du secteur éducatif et psycho-social dans l’éducation formelle à Luxembourg
Savoir-faire : réalise une auto-réflexion à partir d’une situation de pratique collaborative
Savoir-être : intègre l’exigence pédagogique d’expliciter continuellement le rôle potentiel et l’envergure de sa propre pratique comme composante-clé de sa posture professionnelle

Ce cours a pour objet d’introduire et de sensibiliser aux enjeux de la collaboration multidisciplinaire en milieu scolaire et plus spécifiquement au rôle qu’y tient le psychologue. L’évolution des pratiques inter-métiers dans le secteur psycho-social et éducatif de l’éducation formelle au Luxembourg seront analysée : quels ont été les besoins cliniques et institutionnels, les leviers et défis jusqu’aujourd’hui pour assurer ensemble la réussite de chaque élève ? Les contenus des autres modules du certificat -inclusion, développement qualité – serviront à illustrer les procédures, dispositifs, recommandations et ressources du système éducatif qui permettent d’ancrer la posture collaborative du psychologue dans le cadre de l’exécution de ses missions. Les domaines d’action de la prévention (décrochage scolaire p.ex.), du diagnostic ou encore de la gestion d’incident disciplinaire seront abordés par ce biais.La réflexion et l’échange sur le comment de la pratique collaborative du psychologue en milieu scolaire représente le pivot de ce module, au-delà du descriptif de l’existant. La méthodologie du cours est par conséquent participative

Essay

Auto-évaluation écrite (max. 2 pages) dans n’importe quelle langue
(FR, DE, ENG).

• 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: 1
• 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: Yes

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.

1. 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.

1. 
   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.
   

   
   

1. 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,

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

1. 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

Bibliography

Eid, 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

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.

 

• 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.


 

• Course title: Interventions at the organizational level – systems (Intervention auf organisatorischer Ebene – Systeme)
• Number of ECTS: 1
• Course code: MAPI-19
• Module(s): A. Theory
• Language: EN, DE
• Mandatory: Yes

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

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.

100% report

The literature will be provided during the seminar.

• Course title: Learning and learning difficulties – literacy (Lernen und Lernprobleme: Lesefertigkeiten)
• Number of ECTS: 1
• Course code: MAPI-56
• Module(s): A. Theory
• Language: EN
• Mandatory: Yes

1)Acquisition of up-to-date theoretical frameworks and conceptual knowledge related to learning to read and reading difficulties.

2) Knowledge, understanding and critical approach to the research methods deployed to investigate the development of reading and associated cognitive functions.

3)Theoretical knowledge and practical experience on the procedures that are currently used to assess reading abilities, as well as the interventions that have recently been developed.

This course will be concerned with typical and atypical development of literacy from young childhood to adulthood. Based on the recent literature and scientific findings, theoretical frameworks and concepts related to reading, its development, and its neural bases, will be presented and discussed. Individual differences in reading skills, related to language profiles (shallow/ deep orthographies, bilingualism), or methods for learning to read, will also be discussed. A special focus will lie on the theory, diagnose and intervention of developmental dyslexia. Other specific learning difficulties, such as attention deficits or dyscalculia, will be presented and discussed as co-morbidities observed in combination with reading difficulties. 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.

written exam

Bibliography

Castles, A., Rastle, K., Nation, K. (2018). Ending the Reading Wars: Reading Acquisition From Novice to Expert. Psychological Science in the Public Interest, 19(1), 5-51.
Butterworth B, Kovas Y. (2013) Understanding neurocognitive developmental disorders can improve education for all. Science. 2013 Apr 19;340(6130):300-5. 
Dehaene, S. (2010) Reading in the brain: the new science of how we read. Penguin Books.  
Ramus F, Altarelli I, Jednoróg K, Zhao J, Scotto di Covella L. Neuroanatomy of developmental dyslexia: Pitfalls and promise. Neurosci Biobehav Rev. 2018 Jan;84:434-452. 
Ziegler, J. C., Goswami, U. (2005). Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages: A Psycholinguistic Grain Size Theory. Psychological Bulletin, 131(1), 3–29.

• Course title: Multilingualism, multiculturalism
• Number of ECTS: 1
• Course code: CSP-5
• Module(s): A. Theory
• Language: EN
• Mandatory: Yes

By the end of the course, students will:
 

• 
  be able to critically reflect on psychological categories, dimensions, and patterns of culture and evaluate interculturality and related concepts.
  


• 
  have a greater understanding of their own cultural lens. Students will be able to critically reflect on personal assumptions, biases and positionality.
  


• 
  recognize, how the development of intercultural sensitivity is an ongoing process
  


• 
  demonstrate an understanding how multilingualism and the diverse composition of classes might impact on pupils’ educational experience and psychological well-being.
  

This course will introduce students to the principles and practices of cultural competence/ sensitivity within inclusive teaching and learning environments. Drawing on various theoretical frameworks we will critically examine key concepts such as interculturality, cultural competence and multiculturalism and explore implications for multilingual and multicultural educational settings. Through interactive activities and reflective tasks, students will explore their own positionality. The course will emphasize reflective practice, critical awareness of bias and culturally responsive pedagogy.

Assessment will be based on participation during the seminar and assignments.

Bibliography

1. 
   Council of Europe. (2016). Competences for democratic culture. Council of Europe Publishing.
   


2. 
   Dervin, F., Jacobsson, A. (2021). Teacher education for Critical and Reflexive Interculturality. Palgrave Macmillan.
   


3. 
   Gundara, J. S. (2000).  Interculturalism, education and inclusion. SAGE Publications Ltd,
   


4. 
   Helferich, H. (2019). Kulturvergleichende Psychologie. Springer
   


5. 
   Murdock, E. Thyssen, D. (2025). Inklusion und Teilhabe von Schüler*innen mit Fluchterfahrung. In J. Pfetsch et al (Eds.) Schulpsychologie. (pp. 221-226). Springer Nature.
   

• Course title: Quality development: goal-orientated practice and project management
• Number of ECTS: 1
• Course code: CSP-4
• Module(s): A. Theory
• Language: EN
• Mandatory: Yes

By the end of the course:

• 
  Students will have obtained basic knowledge of the key concepts of quality development and project management, applied to the field of school psychology in the context of Luxembourg.
  


• 
  Students will have obtained a basic understanding of what constitutes goal-oriented practice.
  


• 
  Students will be able to apply the key concepts of quality development by working on concrete examples.
  


• 
  Students will be able to critically reflect on quality development processes relating to school psychology.
  

This course aims to provide students with a basic understanding of the subject “Quality Development: Goal-Oriented Practice and Project Management”. Key subjects that will be addressed during the course include quality development, goal-oriented practice and project management and their respective processes. These subjects will be explained and contextualized within the field of school psychology and based on the practical experiences of the Centre Psycho-Social et d’Accompagnement Scolaires (CePAS) in Luxembourg.The course will combine scientific literature and criteria / guidelines for best practice with concrete examples from the school psychology field in Luxembourg to illustrate the application of the key subjects and to enhance learning. In addition, quality development strategies and practices of school psychology of other countries will also be addressed in the course

Exam or essay

BIBLIOGRAPHY

1. American Psychological
Association
. (2006). Evidence-based practice in psychology. American Psychologist, 61(4), 271
‑
285.                  https://doi.org/10.1037/0003-066X.61.4.271

2. American Psychological Association. (2021). Professional Practice Guidelines for Evidence-Based Psychological Practice in Health          Care. American Psychological Association. https://www.apa.org/about/policy/psychological-practice-health-care.pdf

3. Anthun, R. (2000). Quality dimensions for school psychology services. Scandinavian Journal of Psychology, 41(3), 181
‑
187.   https://doi.org/10.1111/1467-9450.00186

4. Baashar, Y. M., Mahomood, A. K., Almomani, M. A., Alkawsi, G. A. (2016). Customer Relationship Management (CRM) in   Healthcare Organization: A Review of Ten Years of Research. 3rd Conference on Computer and Information Sciences (        ICCOINS).

5. Heneghan, A. M., Malakoff, M. E. (1997). Availability of School Health Services for Young Children. Journal of School Health,              67(8), 327
‑
332. https://doi.org/10.1111/j.1746-1561.1997.tb03466.x

6. National Association of School Psychologists (2020). The Professional Standards of the National Association of School Psychologists     https://www.nasponline.org/standards-and-certification/nasp-2020-professional-standards-adopted

7. Joint Committee on Standards for Educational Evaluation (2010). The Program Evaluation Standards.   https://evaluationstandards.org/program/

8. Seifried, K., Drewes, S., Hasselhorn, M. (Hrsg.).
(2021). Handbuch Schulpsychologie. Psychologie für die Schule (3. Auflage).              
Stuttgart: Kohlhammer.

9. Snoj, B. (1994). Measurement of the Services Quality from the Customers Perspective.
Systems Research, 11
(1), 155
‑
165.    https://doi.org/10.1002/sres.3850110104

• Course title: Interventions for acute mental crisis (Interventionen bei akuten psychologischen Krisen)
• Number of ECTS: 3
• Course code: MAPI-45
• Module(s): B. Application
• Language: DE
• Mandatory: No

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.

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.

written report

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 Verlag.

Rupp, M. (2003). Notfall Seele: ambulante Notfall- und Krisenintervention in der Psychiatrie und Psychotherapie. Georg Thieme Verlag.

Sonneck, G., Kapusta, N., Tomandl, G., Voracek, M. (
Hrsg
.).
(2016). Krisenintervention und Suizidverhütung. UTB.

• Course title: Clinical interviewing (Klinische Gesprächsführung)
• Number of ECTS: 3
• Course code: MAPI-43
• Module(s): B. Application
• Language: DE
• Mandatory: No

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.

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.

Bibliography

Jähne, A. Schulz, C. (2018). Grundlagen der Motivierenden Gesprächsführung. Paderborn: Junfermann.
Behr, M., Hüsson, D., Luderer, H. Vahrenkamp, S.  (2017). Gespräche hilfreich führen: Band 1 Praxis der Beratung und Gesprächspsychotherapie. Weinheim: Beltz Juventa.

• Course title: Case Project
• Number of ECTS: 1
• Course code: CSP-7
• Module(s): C. Case Project
• Language: FR, EN, DE
• Mandatory: Yes

• Course title: School Psychology (Schulpsychologie)
• Number of ECTS: 3
• Course code: MAPI-21
• Module(s): C. Case Project
• Language: DE, EN
• Mandatory: Yes

By the end of the seminar, students will be able to… (1) Describe the scope of school psychology, core principles (e.g., confidentiality, neutrality), and collaboration with key actors. (2) Analyze typical school cases and link problem formulations to evidence-informed options at individual, class, and school levels. (3) Apply basic assessment and consultation routines to formulate cases and communicate recommendations to different actors. (4) Plan feasible preventive or targeted interventions and collaborate in multi-professional teams using data-based decisions. (5) Prepare the CSP case report: present one practice case, justify recommendations, and outline how impact will be checked.

This seminar offers a practice-oriented introduction to school psychology as an applied psychological service for schools. Grounded in scientific psychology, it surveys the core questions and cases that bring school psychologists into contact with students, parents/caregivers, teachers, school leaders, education authorities, and external support systems. Work is considered across individual, class, and school levels, integrating prevention, intervention, and evaluation. Using case vignettes and guided exercises, the course addresses recurring topics such as learning and developmental difficulties, socio-emotional and behavioral concerns, inclusion and special educational needs, classroom climate and bullying, crisis counseling and response, teacher wellbeing, and contributions to school development (consultation, mediation, and training). Professional principles (e.g., confidentiality and neutrality) and multi-professional collaboration connect scientific evidence to day-to-day practice. Within the “Certificate in School Psychology”, the seminar also functions as a case lab: students present and discuss one practice case and prepare the formal case report associated with the program’s “Case Project” component

Students are assessed via an individual written assignment—either a case report on a practice case or a topic paper on a defined issue in school psychology—demonstrating evidence-informed reasoning, practical feasibility, and professional communication

Bibliography

Pfetsch, J., Steffgen, G., Böhmer, M. (Eds.). (2025). Schulpsychologie: Ein Lehrbuch für die Praxis.        
Springer.

Seifried, K., Drewes, S., Hasselhorn, M. (Eds.). (2021). Handbuch Schulpsychologie: Psychologie für die Schule (3., überarb. Aufl.). Kohlhammer.