| 1 | Advanced Statistics | GMMSGE23 |
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| 2 | Applied Statistics | GMMSGE28 |
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| 3 | Clin. interv. and e-health for adults and youth | GMCSCP02 |
The course is very suitable for students in the research master Clinical Psychology who are interested in pursuing a career combining research with clinical work.
The course takes place in groups of maximum 20 students and is made up of two half days per week. Most sessions contain a short theoretical introduction of a specific intervention, followed by a practical part, in which students can practice and improve their skills using case material (including footage of treatments from the database PsycTherapy) with corresponding assignments, including the application of e-health interventions. Students will practice in role-plays with different phases of the therapeutic process, starting with "introduction and assessment", then moving onto "formulating and executing a treatment plan", and ending with "treatment evaluation". The focus is on the following cognitive behavioral interventions: exposure (anxiety disorders), behavioral activation (depression), habit reversal (unwanted habits), identifying, challenging and modifying dysfunctional beliefs and, finally, parent training. The use of Internet-Based interventions is discussed. Students will also experiment with applying the learned skills in the context of Internet-based interventions. For instance, they make a short video explaining a treatment rationale, for use in an online platform.
An integration between diagnostics/assessments and interventions takes place via the ‘Cognitive therapy practice project’ (CTPP). In CTPP, students will practice with an online preventive cognitive therapy program aimed at the prevention of depressive relapse, from the perspective of a therapist as well as a client. The online treatment is suitable for ‘healthy participants’ and handles topics such as daily hassles, fluctuations in mood, dysfunctional beliefs and automatic negative thoughts. The therapeutic contact between students will take place through face-to-face meetings and providing online feedback via the platform.
Note that this course runs in parallel with the regular English language master course MKV-3. Intervention skills are trained jointly, while research master students follow an additional series of separate seminars with scientist practitioners. |
| Faculteit | Gedrags- en MaatschappijWetenschappen | | Voertaal | Engels | | Coordinator | prof. dr. M.H. Nauta | | Docent(en) | dr. J.K. Daniels diverse docenten | | Onderwijsvorm | practicum | | Toetsvorm | verslag | | ECTS | 5 | | Entreevoorwaarden | Students are supposed to have sufficient knowledge on psychopathology as well as on cognitive behavioral therapy. | | Opmerkingen | Please note: this course is available for students in the research master Deficits, Distress and Disorders and cannot be followed if one of the following skills courses is also being followed or has already been followed: MNV-2, MOV-1, MKV-1, MKV-3, CSCP01
This course qualifies as a practical that is mandatory for entering a clinical traineeship in the master (see Nestor for further details on clinical traineeship). |
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| 4 | Clinical traineeship | GMTRAIN20 |
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| Faculteit | Gedrags- en MaatschappijWetenschappen | | Voertaal | Engels | | Coordinator | drs. E.R. de Jong | | Docent(en) | | | Onderwijsvorm | stage | | Toetsvorm | stageverslag, presentatie, verslag | | ECTS | 20 |
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| 5 | CN - Present and defend your research | GMTPNP06 |
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| 6 | Complexity, dynamics and development | GMCSEE05 |
The behavioral and social sciences address questions of how (groups of) people maintain, adapt, change, and develop their behavior in various live domains. Obviously, human behavior and cognition are not captured at a single level of description. Humans are complex dynamical systems, consisting of many interrelated processes, and they need to be studied as such. Principles of complex dynamical systems are applicable to the study of individuals (e.g. task performance, health, learning) and dyads (e.g. conversations, mother-child interaction, interpersonal coordination), but also to classroom interactions and societal phenomena. Inter- and intra-individual variability are important sources of information about the nature and origin of behavior in complex dynamical systems. In addition to the longitudinal and individual focus, partly addressed in other courses as well, this course puts forth a more comprehensive and fundamental view based on the theory of complex dynamical systems (CDS). This approach is needed to understand and analyze nonlinearity, transition phenomena, emergence of new behavior, typical and meaningful developmental patterns such as changes in variability, critical slowing down, and other indicators of developmental changes.
Some of the issues that will be discussed are the assumptions underlying time-series analysis and whether they fit our research questions and data sets, how to describe and deal with transition phenomena, multiple timescales and emergence in behavior, and temporal variability. The methods that are introduced are dynamic systems model building, agent based modelling, State Space Grids, nonlinear time-series analyses (e.g. (Cross-)Recurrence Analysis and Fractal Analysis (PSA, DFA)). The general principles of the process approach will be explained and applied to a host of developmental, educational, clinical and behavioral phenomena.
This course is truly multidisciplinary in the sense that it makes explicit reference to other scientific disciplines where this approach and the techniques are already successfully applied. This gives students the opportunity to catch up with the scientific developments that are currently happening.
Students are advised to choose this course in their first year, in order to be able to implement the concepts and techniques in their MT-project or PhD proposal. |
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| 7 | Cultural Psychology | GMCSIB15 |
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| 8 | DDD: Advanced Research Methods | GMDDD002 |
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| 9 | DDD:a multidimensional perspective | GMDDD001 |
| In deze curses onderzoeken we verschillende onderwerpen rondom psychopathologie van verschillende gezichtspunten om een dieper begrip te verwerven en kritisch nadenken te stimuleren. |
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| 10 | Development, learning and instruction | GMLDS004 |
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| 11 | Diversity in society: current issues and challenge | GMSCS007 |
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| 12 | Environmental psychology | GMCSIB14 |
Ons gedrag levert een belangrijke bijdrage aan milieuproblemen. Hoe kunnen we mensen motiveren om milieuvriendelijk gedrag te vertonen, en hoe beïnvloeden omgevingsfactoren ons welzijn en gedrag? De omgevingspsychologie bestudeert de transactie tussen mensen en hun natuurlijke en gebouwde omgeving. In het eerste deel van de cursus gaan we in op de invloed van de omgeving op het welzijn en gedrag van mensen. Er wordt onder meer besproken hoe omgevingsstressoren (zoals lawaai en stank) en risico's (zoals klimaatverandering) invloed kunnen uitoefenen op het welzijn en het gedrag van mensen. Daarnaast wordt ingegaan op het belang van natuur voor gezondheid en welzijn. In het tweede deel wordt ingegaan op de invloed van de mens op de kwaliteit van het milieu. We gaan in op factoren die van invloed zijn op milieugedrag en op effectieve en acceptabele manieren om milieuproblemen te verminderen door middel van gedragsverandering. We gaan specifiek in op psychologische aspecten gerelateerd aan energieproblemen, en mogelijkheden om een duurzame energietransitie te stimuleren. Deskundingen van binnen en buiten de vakgroep geven gastcolleges.
Voor studenten van de GMW research master zijn er aanvullende colleges. |
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| 13 | ES: Critical Transitions in A.I.S | GMSCS005 |
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| 14 | Evidence-based Interventions | GMTPCP03 |
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| 15 | Experimental psychopathology | GMDDD003 |
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| 16 | From problem analysis to intervention design. | GMSCS002 |
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| 17 | How to Theorize | GMTPGE05 |
| Research master curricula typically focus on teaching students how to do research, but fail to include training on how to theorize. However, the latter is absolutely pivotal because theorizing is essential to interpreting any research finding. Specifically, being trained in creative theory generation and critical thinking will make one’s research designs stronger and the resulting findings more meaningful. This two-day workshop addresses the question of how to theorize through a focused, creative, and interactive approach. Its main message is that, much like doing research, theorizing is something that is fun, interactive, and inherently social. As such it can be learned through exercise and training. In the workshop, we will focus, for instance, on using helpful heuristics to creatively generate hypotheses; and on ‘critical thinking’ that revolves around identifying and playing around with meta-theoretical assumptions; introspectively and collectively defining core concepts in the social sciences (Socratic Dialogue technique); and identifying one’s own ‘hidden assumptions’ about what one studies. Through this hands-on approach, this workshop should not just lead to more knowledge and understanding of how to theorize, but also to a more creative and critical consideration of one’s own assumptions as a researcher. |
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| 18 | Lifespan Coaching | GMLDS006 |
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| 19 | Lifespan development | GMLDS001 |
| Deze cursus gebruikt veranderingen over de levensloop om een aantal thema's te bespreken middels een multidisciplinaire aanpak. De onderwerpen omvatten levensloop perspectieven op de ontwikkeling van subjectief welbevinden en de ontwikkeling van psychologische en lichamelijke co-morbiditeit en de ontwikkeling van identiteit. We bespreken vragen waaronder hoe mensen gezonde niveaus van welbevinden produceren en in stand houden in verschillende levensfasen; hoe psychiatrische en lichamelijke stoornissen kunnen worden gezien als de expressie van levenslange kwetsbaarheden; en hoe het gevoel van zelf ontwikkeld tijdens verschillende fasen van de levensloop in interactie met verschillende omgevingsinvloeden. Deze cursus is een introductie waaraan verschillende experts met uiteenlopende achtergronden zullen bijdragen, terwijl studenten kennis zullen verwerven over het belang van het bestuderen van onderwerpen in de sociale en gedragswetenschappen vanuit een levensloopperspectief. |
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| 20 | Literature Study | GMLT |
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| Faculteit | Gedrags- en MaatschappijWetenschappen | | Voertaal | Engels | | Docent(en) | | | Onderwijsvorm | zelfstudie | | Toetsvorm | werkstuk (individueel) | | ECTS | 5 |
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| 21 | Master’s thesis | GMMT35 |
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| Faculteit | Gedrags- en MaatschappijWetenschappen | | Voertaal | Engels | | Docent(en) | | | Onderwijsvorm | intervisie | | Toetsvorm | werkstuk (individueel) | | ECTS | 35 |
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| 22 | Modelling interactions between persons and variabl | GMLDS003 |
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| 23 | Multidisciplinary research in action | GMREMA01 |
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| 24 | Multilevel Analysis | GMMSGE02 |
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| 25 | Neuropsychological Assessment | GMTPNP02 |
| Tijdens de hoorcolleges wordt ingegaan op de algemene werkwijze binnen de neuropsychologische diagnostiek. Meer specifiek wordt ingegaan op het observeren, de gespreksvoering, het formuleren van hypothesen, de interpretatie van neuropsychologische testresultaten, symptoom- en prestatievaliditeit, invloed van stoorfactoren en de klinisch neuropsychologische rapportage. Daarnaast worden studenten ingedeeld in groepen en schrijven zij als groep een casusverslag die zich richt op het interpreteren en integreren van de resultaten van een neuropsychologisch onderzoek die is uitgevoerd bij een patiënt. Tenslotte, worden via Nestor video’s van neuropsychologische testafnames aangeboden. Van studenten wordt verwacht dat zij deze video’s individueel bekijken en dat zij de bijbehorende vragen beantwoorden. |
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| 26 | Reflecting on Science and Integrity | GMTPGE08 |
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| 27 | Researching Power and Leadership | GMSCS003 |
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| 28 | Seminars | GMSEM |
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| Faculteit | Gedrags- en MaatschappijWetenschappen | | Voertaal | Engels | | Docent(en) | | | Onderwijsvorm | colloquium | | Toetsvorm | deelname, presentatie | | ECTS | 2.5 |
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| 29 | Socialization | GMLDS002 |
| As individuals grow from young children to adults, they encounter manifold situations in which they interact with others. In this course, we zoom in on significant others across the life-course – parents, peers, siblings, teachers, partners, own children – and explore how these interpersonal contexts shape the individual and influence social, behavioral, emotional, and cognitive development. From this perspective of socialization agents, we review traditional learning and socialization theories and discuss competing ideas about the role of socialization agents for different domains of development to arrive at a comprehensive and critical understanding of interactions between individual and significant others and the consequences thereof. |
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| 30 | Solidarity and social contexts | GMSCS006 |
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| 31 | Statistical Analysis of Social Networks | GMMSGE16 |
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| Faculteit | Gedrags- en MaatschappijWetenschappen | | Voertaal | Engels | | Coordinator | dr. C.E.G. Steglich | | Docent(en) | dr. C.E.G. Steglich | | Onderwijsvorm | computerpracticum, hoorcollege | | Toetsvorm | opdrachten, schriftelijk tentamen (essay) DIGITAL | | ECTS | 5 |
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| 32 | Statistical modelling of single cases | GMMSGE29 |
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| 33 | Structural Equation Modelling | GMMSGE06 |
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| 34 | Theorizing Change | GMSCS001 |
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| 35 | Traineeship | GMTRAIN10 |
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| 36 | UWL: Major Theories and Research Trends in OP | GMSCS004 |
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| Faculteit | Gedrags- en MaatschappijWetenschappen | | Voertaal | Engels | | Coordinator | dr. N.P. Leander | | Docent(en) | dr. N.P. Leander | | Onderwijsvorm | werkcollege | | Toetsvorm | werkstuk (individueel) | | ECTS | 5 |
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