• Number of ECTS: 3
• Course code: MAPI-39
• Module(s): Modul: Research methods
• Language: EN, DE
• Mandatory: Yes

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 in the 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.  

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.  

presentation and report

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 (8nd 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.

• Number of ECTS: 3
• Course code: MAPI-27
• Module(s): Modul: Research methods
• Language: DE
• Mandatory: Yes

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.

• Number of ECTS: 3
• Course code: MAPI-30
• Module(s): Modul: Psychological assessment
• 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.

• Number of ECTS: 3
• Course code: MAPI-37
• Module(s): Modul: Intervention Methods
• 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

• Number of ECTS: 3
• Course code: MAPI-5
• Module(s): Modul: Clinical Psychology
• Language: EN
• Mandatory: Yes

At the end of the course the student will have developed an understanding of the different ways in which abnormal behaviour has been conceptualised and their implications. The student will be familiar with the rationales of psychiatric classification systems, and the diagnostic criteria for major mental disorders; The student will be able to critically evaluate theory and research on biological, social and psychological factors in the aetiology and course of mental disorders;HE/She has developed an understanding of the methodological issues in evaluating treatment outcomes and is familiar with different types of and theoretical perspectives on the main mental disorders, and approaches to treatment.

In this course, you will be familiarised with DSM disorders while working on clinical cases. On the one hand, basic knowledge on epidemiology, diagnostic criteria, aetiological models, and current approaches to treatment will be conveyed. Controversies about categorical diagnostic classification and differences between classification systems (DSM vs. ICD) will be discussed. We will critically assess the state of the literature regarding aetiological models and interventions for adult mental disorders. On the other hand, you will learn how to apply this knowledge to actual clinical cases. The basic elements of clinical case formulations will be explored in hands-on exercises and role-plays. This course is conceptually linked to the course “Foundations of Clinical Psychological Interventions”, which is held in the summer semester. Full ECTS will only be awarded after successful completion of both courses, including a presentation (first semester) and a written case formulation (second semester). 

Presentation of research paper

BibliographyKring, A.M., Johnson, S., Davison, G.C. & Nealr, J.M. (2014). Abnormal Psychology, 12th Edition. Wiley. Johnstone, L. & Dallos, R. (Eds.) (2014). Formulation in psychology and psychotherapy: making sense of people's problems (2nd edition). Hove: Routledge. 

• Number of ECTS: 3
• Course code: MAPI-6
• Module(s): Modul: Clinical Psychology
• Language: DE
• Mandatory: Yes

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.

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.

Presentation

Bibliography Schneider, S. & Margraf, J. (Hrsg.) (2009). Lehrbuch der Verhaltenstherapie. Störungen im Kindes- und Jugendalter. Berlin: Springer.

• Number of ECTS: 3
• Course code: MAPI-7
• Module(s): Modul: Health Psychology
• Language: DE
• Mandatory: Yes

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.  

• Number of ECTS: 3
• Course code: MAPI-8
• Module(s): Modul: Health Psychology
• Language: DE
• Mandatory: Yes

Awareness of potential professional issues in the healthcare sector; Methodical and ethical reflexivity in the domain of Applied Health Psychology; Problem conceptualisation (incl. case formulation) and intervention planning competency in the fields of Clinical, Occupational and Public Health Psychology; Motivational skills for the healthcare context.

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.

presentation

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 Publications.

• Number of ECTS: 3
• Course code: MAPI-50
• Module(s): Modul: Applied Psychology
• Language: DE
• Mandatory: No

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.

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.

Präsentation

Bibliographie 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. 2018 Apr;59(4):303-322 Hertzman C. (2012). Putting the concept of biological embedding in historical perspective. Proc Natl Acad Sci U S A. 2012;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.

• Number of ECTS: 3
• Course code: MAPI-21
• Module(s): Modul: Applied Psychology
• Language:
• Mandatory: No

Die Teilnehmer erlernen im Seminar, charakteristische soziale Prozesse im Schulkontext zu erkennen, in sozialpsychologische Theorien einzubetten und hieraus wissenschaftlich gestützte Annahmen über zukünftige Entwicklungen und Ansatzpunkte für Interventionen abzuleiten. Sie erhalten Kenntnis über ausgewählte Interventionsprogramme im schulischen Kontext und lernen, diese Programme selbstständig anzuwenden und auf spezifische Bedürfnisse der Situation anzupassen.

Schule ist inhärent eine soziale Situation. Soziale schulbezogene Interaktionen bestehen sowohl zwischen Personen mit gleicher sozialer Rolle (z.B. Schüler-Schüler-Interaktion) als auch unterschiedlicher sozialer Rolle (z.B. Schüler-Lehrer-Interaktion). Diese Interaktionen sind eingebettet in Schule und Schulklasse, so dass Gruppenprozesse auf die Interaktionen zwischen Einzelakteuren einwirken. Innerhalb des Kurses werden spezifische soziale Interaktionen in der Schule aufgegriffen, in einen sozialpsychologischen Theorierahmen eingebettet und mit empirischen Forschungsbefunden verbunden. Aufbauend auf dieser Betrachtung erfolgt die Erarbeitung von Interventionsmaßnahmen, die im schulischen Bereich tätige Psychologen zur Verbesserung sozialer Prozesse einsetzen können. Die Erarbeitung der Interaktionsmaßnahmen erfolgt auf Basis in der Forschungsliteratur dokumentierten Interventionsprogrammen. Die Teilnehmer sind aufgefordert, über das Studium der Manuale dieser Interventionen, Gruppenarbeiten und Rollenspiele die Fähigkeit zu erwerben, diese Interventionsprogramme durchzuführen.

Written exam

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.

• Number of ECTS: 3
• Course code: MAPI-13
• Module(s): Modul: Research methods
• Language: EN
• Mandatory: Yes

· What a meta-analysis is and when it should be used · How to conduct a literature search for a meta-analysis · How to code studies for a meta-analysis · How to conduct various meta-analytic procedures (e.g., fixed vs. random effects analyses, moderator analyses, funnel plot), and interpret the results

A meta-analysis is a quantitative research review that combines the result of several studies that test the same hypothesis. A meta-analytic review is conceptualized as a scientific inquiry involving five stages that parallel those of primary research. The five stages are: (1) problem formulation, (2) data collection, (3) data evaluation, (4) analysis and interpretation, and (5) public presentation. In this five-day workshop, we will discuss meta-analytic methods. You will also get hands on experience in conducting your own meta-analytic review.

100% report  

Bibliography Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to meta-analysis. New York: Wiley. Card, N. A. (2012). Applied meta-analysis for social science research. New York: Guilford. Cooper, H. (2009). Research synthesis and meta-analysis: A step-by-step approach (4th edition). Thousand Oaks, CA: Sage. Cooper, H. M. Hedges, L. V., & Valentine, J. C. (Eds.). (2009). The handbook of research synthesis (2nd ed.). New York: Russell Sage Foundation. Hunt, M. (1997). How science takes stock: The story of meta-analysis. New York: Russell Sage Foundation. ISBN 0-87154-398-2 Lipsey, M. W., & Wilson, D. B. (2001). Practical meta-analysis. Thousand Oaks, CA: Sage. ISBN: 0-7619-2168-0 Software In this class we will use Comprehensive Meta-Analysis software: http://www.meta-analysis.com/ The software will be available on the server webpage for our class for FREE (see link above). Comprehensive Meta-Analysis software has been developed over the past 25 years by a team of meta-analysis experts with funding from several federal grants from the U.S. government. The software is powerful, yet user friendly. It will work on either a PC or Macintosh (with PC software) computer. 

• Number of ECTS: 3
• Course code: MAPEA-80
• Module(s): Modul: Research methods
• Language: EN
• Mandatory: Yes

Students will learn how to interpret and how to apply advanced statistical procedures They will be introduced to new topics and learn ways to analyse and understand data beyond what basic statistical procedures have to offer.

In this course students will learn the basics of structural equation modeling, its everyday use, and its benefits in analysing empirical data. The course is aimed at developing a practical understanding and will allow students to master basic and advanced models by themselves.The following classes of models will be covered within in the course:• Path analysis• Confirmatory factor analysis• Structural equation models (i.e., latent regression models)On all these topics, background information will be given, but the course focuses on hands-on examples. Further, opportunity to use own data sets and to discuss them in class will be given. Specifically, students will get an in-depth understanding of the underlying statistical model and the most widely used software package Mplus among social scientists. No prior knowledge on latent modeling is needed, however, knowledge of basic statistic concepts (descriptive statistics, inference testing, linear and multiple regression, exploratory factor analysis) is required, which was covered in the first part of this course in the previous semester.Selected Bibliography  Kline, R. B. (2010). Principles and Practice of Structural Equation Modeling.

• Number of ECTS: 3
• Course code: MAPI-14
• Module(s): Modul: Psychological Assessment
• Language: EN
• Mandatory: Yes

Change is both inevitable and constant and thus has been a focus of psychological research for decades. The notion of change has been predominant in developmental psychology as by observing children’s behaviour we are interested in capturing the process of their development, be it cognitive or socio-emotional. Longitudinal data are mirroring the measurement of change. We are interested in within-individual change or how person changes over time and interindividual differences or what predicts differences among people in their change. In order to capture change statistically we need: (1) the availability of multiple waves of data, (2) a metric of time, and (3) an outcome that changes systematically (Singer & Willett, 2003). This course will introduce the concept of change and stability by using the statistical tools such as multivariate analysis of variance with repeated measures, multiple regression, and modelling. The students will have the opportunity to actively participate in the course by working with the real data and pertinent research questions about change and stability processes.

Learning outcomes are reflected in understanding the different meanings underlying the concepts of change and stability in psychology. Students will be able to conceive studies that will test these notions at different levels. More specifically, students will be able to understand and perform statistical procedures that tackle stability and change and interpret its results.

Change is both inevitable and constant and thus has been a focus of psychological research for decades. The notion of change has been predominant in developmental psychology as by observing children’s behaviour for example we are interested in capturing the process of their development, be it cognitive or socio-emotional. Longitudinal data are mirroring the measurement of change. We are interested in within-individual change or how person changes over time and interindividual differences or what predicts differences among people in their change. In order to capture change statistically we need: (1) the availability of multiple waves of data, (2) a metric of time, and (3) an outcome that changes systematically (Singer & Willett, 2003). This course will introduce the concept of change and stability by using the statistical tools such as multivariate analysis of variance with repeated measures, multiple regression, structural equation and multilevel modelling. The students will have the opportunity to actively participate in the course by working with the real data and pertinent research questions about change and stability processes.

exam

Bibliography Hertzog, C. & Nesselroade, R. (2003). Assessing psychological change in adulthood: an overview of methodological issues. Psychology and Aging, 18(4), 639-57. doi:  10.1037/0882-7974.18.4.639Hox, J. (2010). Multilevel analysis: Techniques and applications. London: Routledge.Singer, J., & Willett, J.B. (2003). Applied longitudinal data analysis: Modeling change and event occurrence. London: Oxford University Press.  Tabachnick, B. G., & Fidell, L.S. (2013). Using multivariate statistics. Boston: Pearson Education.Weiss, R. (2003). Modeling longitudinal data. New York: Springer.

• Number of ECTS: 3
• Course code: MAPI-2
• Module(s): Modul: Psychological Assessment
• Language: DE
• Mandatory: Yes

Outcomes of this course are threefold: Students will be equipped with a profound understanding of most common measurement theories that are used to develop tests, the ability to practically apply these models to data, and to judge their implications on real-world diagnostic settings. The course builds up and substantially extends knowledge to responsibly apply and interpret psychological tests and questionnaires.  

This course builds on and extends basic knowledge in measurement of psychological attributes. We will tackle the question what measurement in the field of psychology actually means and if it is possible at all. After (re-)visiting different measurement models, ranging from true-score theory to item response theory, we will discuss their implications for test development in general and the development of items making up such tests specifically. Special emphasis will be laid on theoretical underpinnings of test score interpretation, e.g. in clinical settings. All discussed models will be applied to data sets to demonstrate their advantages, potential, but also limitations. Throughout the course, concrete examples of measurement instruments and measurement contexts will be used in order to exemplify the theoretical contents. 

25% presence and 75% exam

Bibliography Markus, K. A., & Borsboom, D. (2013). Frontiers of test validity theory: Measurement, causation and meaning. Routledge.  Rost, J. (2004). Lehrbuch Testtheorie, Testkonstruktion (2nd ed.). Bern: Huber.

• Number of ECTS: 3
• Course code: MAPI-19
• Module(s): Modul: Intervention Methods
• Language: EN
• 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.

• Number of ECTS: 3
• Course code: MAPI-45
• Module(s): Modul: Intervention Methods
• Language: DE
• Mandatory: Yes

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.

• Number of ECTS: 3
• Course code: MAPI-5
• Module(s): Modul: Clinical Psychology
• Language: EN
• Mandatory: Yes

At the end of the course the student will have developed an understanding of the different ways in which abnormal behaviour has been conceptualised and their implications. The student will be familiar with the rationales of psychiatric classification systems, and the diagnostic criteria for major mental disorders; The student will be able to critically evaluate theory and research on biological, social and psychological factors in the aetiology and course of mental disorders;HE/She has developed an understanding of the methodological issues in evaluating treatment outcomes and is familiar with different types of and theoretical perspectives on the main mental disorders, and approaches to treatment.

In this course, you will be familiarised with DSM disorders while working on clinical cases. On the one hand, basic knowledge on epidemiology, diagnostic criteria, aetiological models, and current approaches to treatment will be conveyed. Controversies about categorical diagnostic classification and differences between classification systems (DSM vs. ICD) will be discussed. We will critically assess the state of the literature regarding aetiological models and interventions for adult mental disorders. On the other hand, you will learn how to apply this knowledge to actual clinical cases. The basic elements of clinical case formulations will be explored in hands-on exercises and role-plays. This course is conceptually linked to the course “Foundations of Clinical Psychological Interventions”, which is held in the summer semester. Full ECTS will only be awarded after successful completion of both courses, including a presentation (first semester) and a written case formulation (second semester). 

Presentation of research paper

BibliographyKring, A.M., Johnson, S., Davison, G.C. & Nealr, J.M. (2014). Abnormal Psychology, 12th Edition. Wiley. Johnstone, L. & Dallos, R. (Eds.) (2014). Formulation in psychology and psychotherapy: making sense of people's problems (2nd edition). Hove: Routledge.

• Number of ECTS: 3
• Course code: MAPI-16
• Module(s): Modul: Clinical Psychology
• Language: EN
• Mandatory: Yes

At the end of the course students will: have developed an understanding of the different ways in which abnormal behaviour is conceptualised and their implications; be familiar with the rationales of classification systems for mental disorders, and the diagnostic criteria for major mental disorders; be able to critically evaluate theory and research on biological, social and psychological factors in the aetiology and course of mental disorders; have developed an understanding of the methodological issues in evaluating treatment outcomes; be familiar with different types of and theoretical perspectives on the main mental disorders, and approaches to treatment; be aware of the different components of case formulations and know how to apply them to clinical cases.  

This course is the continuation of the seminar “Adult Mental Health” of the preceding winter semester. We will continue to study DSM disorders on the basis of clinical cases. In addition to basic knowledge on epidemiology, diagnostic criteria, aetiological models, and current approaches to treatment, this course will have a stronger focus on case formulations. We will extend the concept as introduced during the winter semester by exploring micro and macro analysis and applying these techniques to actual clinical cases. We will critically assess the state of the literature regarding aetiological models and interventions for adult mental disorders, and the challenges of applying this knowledge in practice.BibliographyKring, A.M., Johnson, S., Davison, G.C. & Neale, J.M. (2019). Abnormal Psychology, 14th Edition. Wiley.Johnstone, L. & Dallos, R. (Eds.) (2014). Formulation in psychology and psychotherapy: making sense of people's problems (2nd edition). Hove: Routledge

100% presentation

• Number of ECTS: 0
• Course code: MAPI-43
• Module(s): Modul: Clinical Psychology
• 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.

• Number of ECTS: 3
• Course code: MAPI-17
• Module(s): Modul: Health Psychology
• Language: DE
• Mandatory: Yes

Gain understanding of relevant questionnaire-based, psychophysiological, psychoendocrinological and psychoimmunological indicators of health, stress and disease. Develop up-to-date and critical skills in evaluating the strengths and limitations of these methods, and understand their range of application in science and practice. Acquire in-depth- knowledge in evaluating the appropriateness of health-associated measures and the effectiveness of possible interventions.

Health psychology is a psychological sub-discipline on human cognition and behaviour in relation to health. This lecture represents the complement to the lecture “Health Psychology A: Theories and Models”. While in the former lecture, theoretical aspects of health promotion, health risks, as well as behaviour in mental and somatic stress and diseases were addressed, in this course methods to assess psychological and biological indicators relevant for health are discussed. These methods include (a) common questionnaires for the assessment of stress, coping processes, risk perception and behaviour, personality and social factors interacting with health, (b) psychophysiological, psychoendocrinological and psychoimmunological indicators of health, stress and disease, (c) methods of prevention, intervention, evaluation and quality management.

Presentation and exam

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.

• Number of ECTS: 3
• Course code: MAPI-10
• Module(s): Modul: Applied Psychology
• Language: DE
• Mandatory: No

As a resultofthis introductory course in mediapsychology, students gained knowledge in essential topics in the field of media psychology:     –  They are familiarwith major theories of media psychology, especially with regard to theories from psychology that apply to the use and effects of media technologies (e.g.,persuasion, attention,social influence,cognition, emotion)   -They gained insight inselected findings on the effects of media on attitudes andcognition, cognitive development, emotions, and behaviour   –  They areable to analyze research on mediaeffects critically –  They are familiar with current research on media influencing children andadolescents, including media literacy and parental mediation as wellas the role ofparents andpolicy makers inmoderating the effects ofmedia   –  They gainedinsight in research on interactive media (internet,videogames) –  They acquired furtherskillsin presentingselectedscientific topics(fromthe field of media psychology)as well as writing reports about it.

Media psychology has emerged as a significant field of study thanks to the proliferation of media technologies, which have become increasingly integral to all parts of life. It is the aim of this seminar to introduce students to theories of media psychology, to provide an overview of some of the primary areas of applied media psychology, and to examine the use of psychological theory on the various effects of media on human emotion, cognition, and behavior. This course starts with a general introduction to media psychology (i.e., what is media psychology, communication, media use and media effects). Students will then present their work on selected topics from the field of media psychology, including, for example, developments in media theory, developmental issues in media psychology, advertising, media representations of social groups (e.g., gender, ethnicity), excessive and pathological media use, and video games and interactive media. Finally, students will prepare a written report on their respective topic.

50% Oral presentation and 50% written report

Bibliography   Brewer,G.(Ed.).(2011).MediaPsychology.Basingstoke:PalgraveMacmillan. Calvert, S. L. & Wilson, B. J. (Eds.). (2008). The handbook of children, media, and development. Chichester, UK: Wiley-Blackwell.Dill,K.E.(Ed.).(2013).TheOxfordHandbook ofMedia Psychology.Oxford:UniversityPress. Giles,D. (2010).PsychologyoftheMedia. Basingstoke:PalgraveMacmillan. Singer,D.G.& Singer, J.L.(2011). Handbook of Children and the Media(2nded).ThousandOaks,CA:Sage.Strasburger,V.C., Wilson,B.J.&Jordan,A.B.(2009).Children,adolescents,andthe media.Thousand Oaks,CA:Sage.

• Number of ECTS: 3
• Course code: MAPI-38
• Module(s): Modul: Applied Psychology
• Language: DE
• Mandatory: No

Die Studierenden können die Rolle von Kultur für die individuelle Entwicklung einschätzen und kennen typischeEntwicklungsaufgaben und -probleme für verschiedene Lebens- und Altersbereiche im kulturellen Kontext; sie habendie Fähigkeit zum Analysieren von Entwicklungsproblemen und Generieren von Lösungsansätzen unterBerücksichtigung des kulturellen Kontexts, Akkulturation und ethnischer Diversität; sie verfügen über interkulturelleKompetenzen im Bereich der Entwicklungsberatung

Der Kurs beschäftigt sich mit der Rolle von Kultur für die menschliche Entwicklung mit Blick auf die Lebensspanne undunter Berücksichtigung kulturpsychologischer und kulturvergleichender Ansätze. Nach einer Einführung in Theorienund Methoden des Kulturvergleichs sowie der Kulturpsychologie werden anhand von empirischen OriginalarbeitenForschungsergebnisse zur Bedeutung des kulturellen Hintergrunds für Denken, Fühlen, Erleben und Verhalten desMenschen diskutiert. Dabei werden ausgewählte Themenbereiche aus unterschiedlichen psychologischenTeildisziplinen behandelt (z.B. Selbstregulation; Autonomie und Verbundenheit; Migration und Akkulturation;kulturelle Identität; subjektives Wohlbefinden & Gesundheit; interkulturelle Kommunikation). Mit Bezug auf dieangewandte Entwicklungspsychologie werden abschließend grundlegende Fragen und Aufgaben der Fallpraxisbesprochen.

50% presentation and 50% written exam

Bibliography Poortinga, Y.H. (2015). Cross-cultural psychology. In J.D. Wright (Ed.), International encyclopedia of the social &behavioral sciences (2nd ed., pp. 311–317). Oxford: Elsevier.Schwartz, S.J. & Unger, J. (Eds.). (2017). The Oxford handbook of acculturation and health. Oxford: Oxford UniversityPress.Tesch-Römer, C. & Albert, I. (2012). Kultur und Sozialisation. In W. Schneider & U. Lindenberger (Eds.,Oerter/Montada), Entwicklungspsychologie (7. Auflage, pp. 137-156). Weinheim: Beltz Verlag.Valsiner, J. (2014). An invitation to cultural psychology. London, UK: Sage Publishers.

• Number of ECTS: 0
• Course code: MAPI-20
• Module(s): Modul: Internship
• Language: DE
• Mandatory: No

Klärung der eigenen Erwartungen und Wünsche an das Praktikum Befähigung zur Reflexion über die eigenen praktikumsbezogenen Zielsetzungen Kenntnisse über die erforderlichen sozialen, personalen und fachbezogenen Kompetenzen Befähigung zur Reflexion über den Stellenwert der universitären Ausbildungsinhalte in Bezug auf psychologische Interventionen in unterschiedlichen praxisbezogenen Kontexten

Jeder Studierende des MPI hat eine Praktikumsstelle in einem Anwendungsbereich der Psychologie zu suchen. In Vorbereitung des zwölfwöchigen Praktikums hat der Studierende einen kurzen Bericht über die Vorgehensweise hinsichtlich der Praktikumssuche sowie die Zielsetzungen des eigenen Praktikums darzulegen. Im Rahmen der Vorbereitung des Praktikums werden die individuellen Zielsetzungen, die geplanten Tätigkeiten sowie die Reflektionsrichtlinien zur Beurteilung des Praktikums besprochen. Wesentlicher Aspekt ist der Transfer und Umsetzung psychologischer Konzepte in der Praxis von Psychologen.

100 report

Den Studierenden wird im Rahmen der Lehrveranstaltung ein Leitfaden zur Erstellung eine Berichts zur Zielsetzung des Praktikums vorgelegt. 

• Number of ECTS: 0
• Course code: MAPI-52
• Module(s): Thesis
• Language: DE
• Mandatory: No

• Number of ECTS: 3
• Course code: MAPI-34
• Module(s): Modul: Psychological Assessment
• Language: DE
• Mandatory: Yes

Die Studierenden werden lernen psychologische Testverfahren gezielt auszuwählen. Nach erfolgreicher Teilnahme am Seminar sollen die Studierenden in der Lage sein, aus der großen Menge an verfügbaren Tests ein Verfahren auszuwählen, das für die Beantwortung ihrer diagnostischen Fragestellung angemessen ist. Es werden Kenntnisse vermittelt, wie Testmanuale selbstständig erarbeitet und die darin enthaltenen Informationen zu Testmaterial, Auswertung und Gütekriterien bewertet werden können. Die Studierenden werden erlernen, die Stärken und Schwächen eines Tests sorgfältig abzuwägen, deren Implikationen für die Beantwortung ihrer diagnostischen Fragestellung zu erkennen und in ihren Entscheidungsprozess einfließen lassen.

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 (Gundintelligenztest 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.

Report

Bibliography Bents, R., & Blank, R. (1995). Myers-Briggs Typenindikator, MBTI. Göttingen: Beltz Test.  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: Verlag 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

• Number of ECTS: 3
• Course code: MAPI-48
• Module(s): Modul: Intervention Methods
• Language: DE
• Mandatory: Yes

(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.

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. 

50% Präsentation und 50% schriftliches Examen

Bibliography Wird in der Veranstaltung bekannt gegeben.

• Number of ECTS: 3
• Course code: MAPI-25
• Module(s): Modul: Clinical Psychology
• Language: DE
• Mandatory: Yes

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  

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.

Bibliography Beck, J. S. (2013). Praxis der kognitiven Verhaltenstherapie: mit Online-Materialien. Weinheim, Basel: Beltz. Leahy, R. L. (2007). Techniken kognitiver Therapie: Ein Handbuch für Praktiker. Paderborn: Junfermann Verlag GmbH. Margraf, J., & Schneider, S. (2018). Lehrbuch der Verhaltenstherapie, Band 1: Grundlagen, Diagnostik, Verfahren und Rahmenbedingungen psychologischer Therapie. Berlin, Heidelberg: Springer-Verlag.

• Number of ECTS: 0
• Course code: MAPI-40
• Module(s): Modul: Clinical Psychology
• Language: EN
• Mandatory: No

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.

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.

50% presence / 50% presentation

Guidelines: www.nice.org.uk http://www.dgkjp.de/leitlinien-top (German) DSM5, ICD10

• Number of ECTS: 3
• Course code: MAPI-23
• Module(s): Modul: Health Psychology
• Language: EN
• Mandatory: Yes

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

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 behavior 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.

Report

Bibliography   Michie S, van Stralen MM, West R. The behaviour change wheel: a new method for characterising and designing behaviour change interventions.  Implement Sci . 2011;6:42. Published 2011 Apr 23. 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 consensus for the reporting of behavior change interventions. Ann Behav Med. 46(1):81-95. doi: 10.1007/s12160- 013-9486-6. (http://link.springer.com/article/10.1007%2Fs12160-013-9486-6) 23  

• Number of ECTS: 3
• Course code: MAPI-35
• Module(s): Modul: Applied Psychology
• Language: EN
• Mandatory: No

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. 

 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. 

50% presentation and 50% written report

Bibliography   Gross, J. J. (2014). Handbook of emotion regulation (second edition). NY: Guilford Press. Nyklíček, I., Vingerhoets, A., & Zeelenberg, M. (2011). Emotion regulation and well-being. NY: Springer. Vandekerckhove, M., von Scheve, C., Ismer, S., Jung, S., & Kronast, S. (2008). Regulating emotions: Culture, social necessity, and biological inheritance . MA: Blackwell Publishing. Vingerhoets, A., Nyklíček, I. & Denollet, J. (2008). Emotion regulation: Conceptual and clinical issues. NY: Springer.

• Number of ECTS: 3
• Course code: MAPI-18
• Module(s): Modul: Applied Psychology
• Language: EN
• Mandatory: No

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