| 1 | A Practical Introduction to Research Methods | PSBE1-28 |
During Practicum 1a, in block 1a, the knowledge obtained from the theoretical part of the course is applied and examined. This is being by means of Academic Learning Communities. The assignments closely reflect the content of the lectures from “Theoretical Introduction in Research Methods” (PSBE1-27).
In the computer Practicum 1b, in block 1b, students become acquainted with conducting research and data analysis. Specifically, students must conduct five (classical) experiments that have been carried out within the Heymans Institute. A lecturer will introduce the topics and foster discussions during the practical sessions. Students are encouraged to ask critical questions and collaborate on the assignments and computerized tasks.
In the Research Participants Practicum, which runs the entire academic year, students gain personal experiences as participants in ongoing studies at the Heymans Institute. Participation credits are earned by participating and enrollment is done through an online platform in which students can schedule their own participation. For students who do not want to participate in these studies, there is the option for an alternative writing assignment. |
| Faculty | Behavioural and Social Sciences | | Given in | English | | Coordinator | R. Nijenkamp, MSc. | | Lecturer(s) | dr. N.A. Borgerdr. Y. Groen L.S. Krook, MSc. | | Format | computer practicals, practicum | | Assessment | participation, assignments, practical | | ECTS | 2.5 | | Remarks | Practical in block-1a and -1b; Research Participants Practicum during the entire year. The content of this course is closely linked with the theoretical course. |
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| 2 | A Theoretical Introduction to Research Methods | PSBE1-27 |
This course aims, firstly, to provide students with an understanding of how psychological scientists think and how they do their work. With this in mind, students will become acquainted with the nature of psychological science and how it differs from pseudoscience, the logic of scientific thinking and the process by which psychological scientists, (a) develop ideas and shape hypotheses for research, (b) design their studies, (c) carry out their research, (d) analyze their research, and (e) draw appropriate conclusions. As part of this process students will be introduced to the ethical dimensions of psychological research, and the variety of methods used to examine and understand psychological phenomena.
Secondly, “A Theoretical Introduction to Research Methods” aims to help students prepare for their future studies in year 2 and 3, as well as become a critical consumer of research information more generally. In this regard students will develop the knowledge to critically evaluate research in scientific articles and textbooks, as well as implement their own research. Following on from this, and more broadly, you will also be better able to evaluate the soundness of research claims in media reports, pseudoscientific writings and advertisements. |
| Faculty | Behavioural and Social Sciences | | Given in | English | | Coordinator | dr. S.E. Dalley | | Lecturer(s) | dr. S.E. Dalley | | Format | lecture | | Assessment | written exam (multiple choice) | | ECTS | 5 |
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| 3 | Academic Skills | PSBE1-25 |
| Students develop their academic skills such as effectively finding and evaluating scientific literature and orally presenting scientific findings. Characteristics of psychology as a scientific discipline and its practical disciplines are discussed. The course offers instruction and practice in accurate, clear, concise and graceful writing and oral presentations. Instructed by a faculty and a student mentor, students work together in small groups and make use of feedback from mentors and peers to reflect on own progress and professional skills. |
| Faculty | Behavioural and Social Sciences | | Given in | English | | Coordinator | dr. L. Klavina | | Lecturer(s) | B. Gützkow, MSc. | | Format | practicum | | Assessment | assignments, paper (individual) | | ECTS | 7.5 | | Remarks | Recommended literature: Lilienfeld, S.O., et al. (2009). 50 great myths of popular psychology: Shattering widespread misconceptions about human behaviour. Wiley.(c. €20).
Additional reading material will be announced.
This course comprises 7,5 ECTS and is not accessible to external students. |
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| 4 | Bachelor thesis | PSB3E-BT15 |
The Bachelor thesis starts three times a year and takes two blocks, the deadline is at the end of the second block after the thesis started: Blocks 1a-1b, blocks 1b-2a, or blocks 2a-2b.
Apart from a general starting session, there are usually weekly meetings with the supervisor during this period. The substantive activities comprise the development of a problem definition, the choice of a research method, the performance of research, the analysis of the data, and discussing the results and their implications. The working method partly depends on the nature of the research that forms the basis of the thesis. Before the Bachelor thesis starts, the students are offered a (limited) choice of research topics. The research is performed in small groups. The Bachelor thesis results in an individual report on the research, which is written according to guidelines that are internationally recognized within psychology.
The thesis is part of the methodological track of the curriculum and builds on earlier acquired methodological knowledge as well as academic skills. Any Bachelor thesis (with sufficient grade) will get you into the RuG psychology masters, regardless of topic. |
| Faculty | Behavioural and Social Sciences | | Given in | English | | Coordinator | dr. H.J.E. Greijdanus , dr. E.M. Havik | | Lecturer(s) | dr. H.J.E. Greijdanusdr. E.M. Havik various instructors | | Format | practicum | | Assessment | practical, presentation, thesis, participation | | ECTS | 15 | | Prerequisites | Statistics II (PSBE2-07) and/or Statistics III (PSBE2-12),
Test Theory (PSBE2-06),
Research Methods: Theory and Ethics (PSBE2-09),
Research Practicum (PSBE2-9) | | Remarks | Inform yourself about the Bachelor thesis by reading the ‘Bachelor Thesis Manual’. This is available in the general Nestor bachelor environment, in the section for the third year. (Not accessible to external students)
Contact course coordinator: bachelortheses.psy@rug.nl
Recommended readings:
- Beins & Beins (2012). Effective writing in psychology: Papers, posters, and presentations (2nd ed.). Boston: Wiley-Blackwell.
- Publication manual of the American psychological association (6th ed.). |
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| 5 | Biopsychology | PSBE1-04 |
| This course deals with the anatomy and physiology of the nervous system, and how the nervous system enables the processing of information, the regulation of internal processes (homeostasis) and behaviour (the motor system), rhythmic processes (including sleep), emotion and motivation, lateralization of the brain, language, and psychopathology. |
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| 6 | Clinical Neuropsychology | PSB3E-CN01 |
| In this lecture the neuropsychological consequences of brain pathology will be discussed. The main focus will be placed upon common neuropsychological impairments and their impact on patients and families. Furthermore, a range of methods for the assessment and treatment of neuropsychological impairments will be introduced. Moreover, the neuropsychological profile of a range of neurological disorders including traumatic brain injury, stroke, brain tumour and epilepsy will be discussed. Contents will be illustrated by numerous case reports of patients with neurological conditions. The main emphasis will be on adult patients. |
| Faculty | Behavioural and Social Sciences | | Given in | English | | Coordinator | prof. dr. O.M. Tucha | | Lecturer(s) | prof. dr. O.M. Tucha | | Format | lecture | | Assessment | written exam (multiple choice) | | ECTS | 5 | | Remarks | The lectures, reading materials and exam will be in English. |
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| 7 | Clinical psychology | PSBE2-22 |
| The goal of this course is to provide an introduction to a major branch of psychology. Clinical psychology aims to explain and treat psychopathology by means of assessment, diagnosis, therapeutic intervention, and research. |
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| 8 | Cogn. beh. processes across disorders: . | PSB3E-KP06 |
| This course focuses on trying to understand the etiology and maintenance of psychological disorders by focusing on what they have in common. Instead of examining specific disorders in isolation, several important shared cognitive and behavioral processes across disorders will be discussed. Specifically, we look at processes like, for example, worrying, learning, memory, reasoning, etc. These so-called transdiagnostic processes also provide an account for the high comorbidity observed among the different disorders. Implications for diagnosis and treatment will also be discussed. |
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| 9 | Cognition and Attention | PSB3E-CP02 |
The ability to selectively attend to relevant information in the world around us or to divide attention among multiple tasks are different facets of attentional processing. Attention prevents distraction and enables humans and animals to dedicate perceptual, cognitive, and motor resources to deal with the most pressing environmental challenges. Because of the major role of attention in guiding behaviour, a dysfunction of the attention systems can have a major impact on the individual, but also the societal level. Therefore, understanding this core cognitive function is a central goal in cognitive neuroscience. In addition, understanding how attention mechanisms operate is critical for advancing the important mission of developing the most effective training regimes for a wide range of tasks, as well as for creating new methods for education.
This course addresses mechanisms that are involved in the control and maintenance the focus of attention, and how attention influences sensory and motor processes. A selection of theoretical models, mechanisms and findings in the neuroscience of attentional control and selection will be discussed, with an emphasis on the different methods and experimental paradigms used to study attention. |
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| 10 | Cognitive neuroscience | PSB3E-CP06 |
| Cognitive neurosciences is the study of the relationships between task performance, task environment and physiological processes as made apparent using neuroimaging methods such as EEG, PET, fMRI. This concerns both fundamental research into the architecture and neuro-anatomical foundation of specific processes that are fundamental to mental functions and applied research into changes in cognition and brain mechanisms resulting from psychiatric and neuropsychological disorder, mental fatigue and ageing. |
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| 11 | Cognitive Psychology | PSBE2-23 |
Cognitive Psychology focusses on those mental functions that are the foundations of human behavior: perception, attention, problem solving, reasoning, language, learning and memory, motivation, emotion, decision making, etc. The goal of cognitive psychology is to gain insight in and therefore understand how these functions shape behavior, and answer questions like: "Why do we think or reason like we do? What is knowledge? Is perception just objective observation of the world around us? Why do we make errors, and how can we prevent ourselves from making errors? How to optimize the learning of new knowledge? Are we indeed so bad at multitasking?". Recent years have seen a development towards explaining or understanding human cognitive performance in terms of how mental functions are implemented in the brain, and how these different functions interact to support complex human behavior, topics which will also be discussed.
In this course we'll explore "the science of the human mind", and discuss how we, using well-controlled experiments, can increase our knowledge about mental functions (and their disorders), and how these insights can be used in applied settings. |
| Faculty | Behavioural and Social Sciences | | Given in | English | | Coordinator | prof. dr. D.H. van Rijn | | Lecturer(s) | prof. dr. R. de Jongprof. dr. D.H. van Rijn | | Format | lecture | | Assessment | written exam (essay) DIGITAL | | ECTS | 5 | | Remarks | During your second year you have to follow this course or Introduction to Clinical Neuropsychology (PSBE2-24). During the third year, the other course can be followed. |
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| 12 | Communication and diagnostic skills | PSBE2-11 |
| This practicum consists of twelve three-and-a-half-hour weekly sessions spread over the two blocks of Semester 1. By means of group discussions, role-playing and giving and receiving concrete feedback (i.e., by using video recordings) students will learn to methodologically hold psychological interviews, from the relationship-building phase to the assessment phase. |
| Faculty | Behavioural and Social Sciences | | Given in | English | | Coordinator | dr. S.M. Donofrio | | Lecturer(s) | various instructors | | Format | practicum | | Assessment | assignments, participation, practical | | ECTS | 5 | | Prerequisites | This course is not available to exchange students. | | Remarks | Supplemental reading may be announced later. |
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| 13 | Conflict management | PSB3E-IO02 |
| Conflicts are part of life; they can be productive, but certainly also destructive. In this course unit, various theories, conflict models, practical examples and research are discussed that can provide an understanding of the causes and consequences of conflicts for individuals, groups and organizations. Attention is given to how conflicts can be handled, how they can escalate and what factors can influence conflict processes. In addition, attention is given to the possibilities of third party interventions such as mediation. |
| Faculty | Behavioural and Social Sciences | | Given in | English | | Coordinator | vacature | | Lecturer(s) | | | Format | lecture | | Assessment | written exam (essay) | | ECTS | 5 |
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| 14 | Consumer and economic psychology | PSB3E-SP06 |
This module examines the psychological processes underlying economic and consumer behaviour and discusses individual, social, and cultural factors that influence these processes. We discuss effects of information and experiences with products and services on affect (emotions), cognitions (beliefs and judgements), and behaviour (purchase decisions and consumption-related practices). You will learn when and why economic theories do not always explain everyday behaviour, and why individuals often do not make rational decisions. You will learn how consumer behaviour contributes to societal challenges such as overconsumption and environmental problems, and reflect on psychological theories and mechanisms that could be useful in addressing these problems.
We use a variety of innovative teaching methods in this course aimed at making the lectures more interactive.
This course is relevant for students considering doing a master in Environmental Psychology. |
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| 15 | Controversies in Psychology | PSB3E-M05 |
| A number of classic and more recent controversies in psychology are explained. In addition, what controversies teach about the theoretical and methodological themes in psychology and about the historical and philosophical aspects of psychology is discussed. |
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| 16 | Deception in clinical settings | PSB3E-M13 |
| Clinicians are usually trained to believe their patients and are, therefore, often not aware of the potential for deception in the clinical setting. However, some patients deliberately produce false or grossly exaggerate symptoms to gain external incentives (malingering) or to assume the sick role (factitious disorders). This course will give an introduction to the field of malingering and factitious disorders. Recent studies about malingering of cognitive disturbances (e.g., memory disorders) and psychiatric disorders (e.g., posttraumatic stress disorder) will be discussed. Furthermore, this course will look at recent research and case reports in the field of factitious disorders (e.g., Munchausen syndrome and Munchausen syndrome by proxy). |
| Faculty | Behavioural and Social Sciences | | Given in | English | | Coordinator | dr. L.I. Tucha | | Lecturer(s) | dr. L.I. Tucha | | Format | lecture | | Assessment | written exam (multiple choice) | | ECTS | 5 | | Remarks | The lectures, reading materials and exam will be in English. |
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| 17 | Developmental Neuropsychology | PSB3E-CN03 |
| This course introduces the discipline of ‘developmental neuropsychology’. Students will learn about the basic principles of neuropsychological assessment and intervention techniques in childhood, and how these differ from adulthood. The biopsychosocial model is central to this discipline in explaining long-term (neuropsychological) outcomes. Students will familiarize themselves with the general diagnostic and intervention procedures for common childhood disorders affecting brain development, including (but not limited to) preterm birth, traumatic brain injury, epilepsy, autism spectrum disorders, fetal alcohol spectrum disorders, Down syndrome and diabetes. Alterations in neurodevelopment and neuropsychological outcomes of these disorders are the main focus of this course. |
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| 18 | Developmental psychology | PSBE1-03 |
| This course takes a life-span and topical approach to development. Important domains of development are discussed separately, and an overview is given of how each domain develops across the relevant stages of the lifespan. During the lectures, special attention is paid to how developmental processes can be approached and understood based on different theoretical perspectives. |
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| 19 | Diagnosis and assessment | PSB3E-KP05 |
| An influential clinician once said that “Many, if not most, therapeutic errors are assessment errors”. This course will cover a broad range of assessment practices useful for clinical practice. Topics covered include the intake interview, the semi-structured clinical interview, self-report instruments, and personality assessment. In addition, two clinicians from the field will describe their diagnostic activities, and will present case materials. Students will acquire hands-on experience with these methods in a series of practical homework assignments. As part of the experiential training, students will also practice the interpretation and integration of test results, as well as psychological report writing. |
| Faculty | Behavioural and Social Sciences | | Given in | English | | Coordinator | dr. J.K. Daniels | | Lecturer(s) | dr. J.K. Daniels | | Format | practicum | | Assessment | assignments | | ECTS | 5 | | Prerequisites | This course is only accessible to Psychology students. The course is not accessible for students who are following or will/did follow the course PSB3N-KP08 or PSB3N-OP04 or PSBAM-KO8. In case of over-enrollment, 3rd-year students will be given priority. | | Remarks | The number of students for this course is limited to 100. (Not accessible to external students.) |
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| 20 | Dialogue and group skills | PSBE1-17 |
| In this course, students are introduced to professional dialogue skills such as paraphrasing, summarizing, and reflecting feelings. Through role-playing, observation, and giving/receiving feedback, students learn to use basic communication skills. In later sessions, students learn intercultural skills and learn how group dynamics affect functioning in groups. |
| Faculty | Behavioural and Social Sciences | | Given in | English | | Coordinator | dr. S.M. Donofrio | | Lecturer(s) | various instructors | | Format | practicum | | Assessment | assignments, computer assignments, participation, presentation | | ECTS | 5 | | Prerequisites | This course is not open to incoming exchange students. |
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| 21 | Dynamic skills in groups | PSB3E-IO10 |
During this course, students practice skills and roles that are necessary to become a group leader for Intervention and Dialogue. Attention will be paid to group processes and their effect on how a group functions. In particular, students will discuss the following topics: the role of the group leader; how individual group members' functioning effects how the group as a whole functions; coaching employees; leaders and teams; team development; and third-party interventions during conflicts.
After two intense days of training, students will start applying their skills as teaching assistants for the practical course Dialogue and Group Skills (12 sessions). During the semester, an additional six meetings will take place, during which students reflect on their experiences, discuss group processes in more depth and all participants actively play a role in the training. The students' learning process will be individually coached throughout the semester. The course ends with a written report.
Places are limited; students must be selected in order to participate. |
| Faculty | Behavioural and Social Sciences | | Given in | English | | Coordinator | dr. S.M. Donofrio | | Lecturer(s) | dr. S.M. Donofrio | | Format | practicum | | Assessment | assignment, participation, practical, presentation | | ECTS | 10 | | Prerequisites | This course is not open to exchange students. There is a maximum number of students that can participate in the course; students will be selected based on recommendations and academic motivation. | | Remarks | There is a maximum number of students that can participate in the course; students will be selected based on recommendations and academic motivation. Information will be posted on Nestor under 'student jobs' about how to apply for this course (check in October). |
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| 22 | Experimental skills | PSB3E-M15 |
The module comprises three parts, each part containing a practical and a limited theoretical part. A. The Experiment Steering practical will provide the basic skills concerning stimulus presentation and reaction time measurement and focus on setting up and carrying out experiments. The software application E-prime will be used. B. In the EEG practical, attention will be paid to the entire measuring and processing cycle: from attaching electrodes, measuring and registering EEG, to analysing the measurements obtained. In the cardiovascular practical, this cycle will be repeated when measuring heartbeat, blood pressure and respiration, preprocessing the data and the frequency analysis of the derived signals. Each part will start with one or more lectures dealing with the underlying theory, followed by five half-day practicals.
This practical is recommended to those who will continue their schooling in the Master Cognitive Psychology and Psychophysiology or the BCN Research Master (C-track). |
| Faculty | Behavioural and Social Sciences | | Given in | English | | Coordinator | dr. A.A. Wijers | | Lecturer(s) | prof. dr. D. de Waarddr. A.A. Wijers | | Format | lecture, practicum | | Assessment | participation | | ECTS | 5 | | Remarks | To ensure the quality of our education, there may be a limited number of participants to this course. In this case, priority is given to students following the master track to which this course belongs. |
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| 23 | Gerontology | PSB3E-CN05 |
| Gerontology is a discipline that studies the social, psychological and biological aspects of aging. During this course, brain-behavior relationships in the contexts of healthy aging and the most common types of dementia are presented. With regard to healthy aging, the psychological, cognitive, social and biological changes that accompany healthy aging are described as well as biological and psychological theories of aging. The types of dementia that will be discussed are (amongst others) Alzheimer’s disease, dementia with Lewy bodies, vascular dementia, Parkinson’s disease dementia, and frontotemporal dementia. Furthermore, the diagnosis of mild cognitive impairment, a prodromal stage of dementia, will be introduced. Finally, the consequences of having dementia on the daily life of patients and their families will be discussed. Students will acquire knowledge through presentations of clinical case studies and research outcomes. |
| Faculty | Behavioural and Social Sciences | | Given in | English | | Coordinator | dr. J. Koerts | | Lecturer(s) | dr. J. Koerts | | Format | lecture | | Assessment | written exam (multiple choice) | | ECTS | 5 |
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| 24 | Group dynamics | PSB3E-SP01 |
The central theme of the course concerns the social-psychological processes within groups. Content-wise, the course offers a diverse supply of social-psychological theorizing and research in the domain of group processes. Within a series of seven lectures, different important topics are discussed, such as the relationship between the individual and the group, group formation, leadership, teamwork, social influence, and mobilization processes.
The point of departure in the course is that there are, at least, two perspectives when it comes to understanding group dynamics. First, the individual can be viewed as the point of departure, which turns groups into extensions of the individual (e.g., which groups do individual choose to belong to?). Second, the group can be viewed as the point of departure, which turns individuals into extensions of the group (e.g., which leaders emerge from which type of groups?). During the course, these two perspectives are used to come to a deeper understanding of group processes, both at the theoretical and societal level. |
| Faculty | Behavioural and Social Sciences | | Given in | English | | Coordinator | dr. N. Koudenburg | | Lecturer(s) | dr. N. Koudenburg | | Format | lecture | | Assessment | written exam (multiple choice) | | ECTS | 5 | | Prerequisites | Only accessible for psychology students |
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| 25 | Human error | PSB3E-M06 |
| All too often the human is considered a hazard – a system component whose unsafe acts are crucial in the majority of catastrophes. However, this is a limited view on the matter, as people act within a system and most people do not wish to make errors or cause disasters. Moreover, there is another perspective that should be studied in its own right – the human as hero, whose adaptations and compensations bring troubled systems back from the brink of disaster. The basic premise of this course is that even when an accident can be traced to the erroneous act of an individual, the actions of the individual need to be understood within the context of environmental, societal, and organisational factors. This course provides an introduction to basic topics in work and cognitive psychology central to minimising human error. Topics such as designing work to maximise performance and health, work-related mental stress, and selection and training are accompanied by an introduction to techniques used to investigate and classify human error. Emphasis is given to institutional safeguards against error situations. |
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| 26 | Independent Societal Project | PSB3E-SI |
The project has to be organised by the student himself, after he or she has registered with the project coordinator. This means that he has to contact the company or institution; has to find an internal supervisor there; finds an appropriate supervisor / assessor in the Psychology programme; writes a project proposal, then performs the project and writes a report to conclude the project with. The report consists of a process report with reflection, and a case-based theoretically oriented analysis. ECs will be awarded after both timesheet and report have been approved. It is mandatory that the project doesn't compete with the (sometimes scarce) internships for the Master programme.
For more information, please check Nestor (Bachelor's community, third year). Here you will find a list of companies and institutions that already provide internships in the Master programme. You are NOT ALLOWED to approach these companies and institutions for this independent societal project in the Bachelor programme. |
| Faculty | Behavioural and Social Sciences | | Given in | English | | Coordinator | dr. L. Ballato | | Lecturer(s) | dr. L. Ballato F.L.M. Benning, MSc. S.I. Bijma | | Format | internship | | Assessment | internship report, participation | | ECTS | 5 | | Prerequisites | From the second year of the programme the course Working with Psychology should have been passed. | | Remarks | -The internship can be executed only after submission and approval of a project proposal. This means that you cannot receive credits for your internship within the Independent Societal Project after you have already completed the internship.
- You are strongly advised to inform yourself about the bachelor internship by reading the "Independent Bachelor Societal Project Procedure". This is available in the general Nestor bachelor environment, in the section for the third year.
- recommended reading: Beins & Beins (2012). Effective writing in psychology: Papers, posters, and presentations (2nd ed.). Boston: Wiley-Blackwell.
- The bachelor internship course is also offered in Semester II.
- This internship is not accessible for external students. |
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| 27 | Intergroup relations | PSB3E-SP02 |
| The course gives an overview of the most relevant theoretical and empirical developments in the social psychology of intergroup processes. The first part of this course centers around why people are prejudiced, when and how stereotypes manifest themselves and how this relates to discrimination. At the end of this first part (lecture 3) we also take into account the target’s perspective: how does it feel to be discriminated against? How do targets respond to discrimination? The second part takes a step back to focus on what central theories in intergroup relations, such as Social Identity Theory, can tell us about why people differentiate between groups. Here we also consider questions such as: How do people learn to live with negative identities, such as being a member of a discriminated group? What kinds of emotions does this cause? The final part of this course (last lecture), will bring all you have learnt so far in this course together to consider potential ways to reduce prejudice and discrimination. Are there ways to improve intergroup relations and potentially even achieve social change? Throughout the course you will apply what you learn in small exercises. These exercises will be translated into a group exercise in which you apply your knowledge of intergroup relations to write a letter to the newspaper with advice on how to address negative attitudes towards, and fear of, immigrants in Western countries. |
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| 28 | Interpersonal relations | PSB3E-SP05 |
| Human beings are social creatures. Indeed, much of daily life is spent navigating a web of interpersonal relationships, such as with friends, lovers, strangers, colleagues and family. The aim of this series of lectures is to describe and explain the processes thought to influence how people navigate their social web, as well as illustrate their effects on subsequent interactions and sense of self. A particular focus of the course are intimate relationships. |
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| 29 | Interventions in individual development | PSB3E-OP02 |
This course addresses interventions in individual development. The interventions that are discussed cover both stimulation of optimal development within typical populations, or intervening in atypical development (where psychopathology is at stake) as well as optimizing talent development, e.g., in educational settings. The course offers examples of interventions in different settings, such as health care and education, that will be presented by different experts in the department of developmental psychology and external practitioners. Examples are: an alternative to the classical diagnosis-treatment-combination, an intervention for preventing school drop-out in vocational education, career choice guidance, an intervention for promoting scientific reasoning and complex language in primary school science education, stimulation of talent in the classroom and an intervention for strengthening self-regulatory skills of children with Autism Spectrum Disorder at schools.
Insights from a process approach will be used to understand interventions, which are tailored and do justice to individual developmental trajectories. An important assumption in this approach is that intervention processes tend to be non-ergodic, which means that the structure of variables within individuals over time is not necessarily the same as the structure between individuals in a group. This is why not groups but the individual process is the unit of analysis. Using this approach, we give insight into theory on how individuals change over time, the role of fluctuations in this process, how sudden transitions may occur and how interaction patterns between an individuals may play a role in this. |
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| 30 | Introduction to Clinical Neuropsychology | PSBE2-24 |
| The course provides an overview of the relationship between brain and behavior. This is done from a neuropsychological perspective by discussing the potential consequences of various forms of brain damage. Students will learn about the clinical presentations of common neuropsychological syndromes occurring after brain damage, how these syndromes can be assessed and how clinicians can treat patients with these syndromes. In the lectures, case reports are presented to clarify and illustrate contents as well as to translate the scientifically based knowledge into the applied field. These case reports will also support students to understand how neuropsychological syndromes are experienced by the patients in their everyday life. |
| Faculty | Behavioural and Social Sciences | | Given in | English | | Coordinator | dr. L.I. Tucha | | Lecturer(s) | dr. L.I. Tuchaprof. dr. O.M. Tucha | | Format | lecture | | Assessment | written exam (multiple choice) | | ECTS | 5 | | Remarks | During your second year you have to follow this course or Cognitive Psychology (PSBE2-23). During the third year, the other course can be followed. |
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| 31 | Introduction to cognitive behavioural therapies | PSB3E-KP07 |
Cognitive-behavioral therapy is often applied in clinical practice and is often recommended as the treatment of choice for a variety of mental disorders. The current course will provide information on these interventions: the theoretical background, the applications, the procedures and the effectiveness.
The lectures review various cognitive behavioral therapies. The theoretical background of behavior therapy and cognitive therapy will be discussed, as well as new developments in cognitive behavioral therapy such as Mindfulness-based cognitive therapy. In addition, there will be a focus on the cognitive behavior therapy processes, and on analyzing behaviors by (functional) analyses or cognitive case formulations.
By way of (video) examples and case descriptions, therapeutic interventions will be illustrated in a variety of mental disorders including anxiety disorders, mood disorders, eating disorders and substance misuse.
In addition to the theoretical background and the practical procedures, we will also review the empirical support on the effectiveness of the interventions. |
| Faculty | Behavioural and Social Sciences | | Given in | English | | Coordinator | dr. M.J.J. Lommen | | Lecturer(s) | prof. dr. T.K. Boumandr. B.D. Ostafin | | Format | lecture | | Assessment | written exam (essay) DIGITAL, written exam (multiple choice) DIGITAL | | ECTS | 5 | | Prerequisites | It is recommended to have followed the course "Psychopathology" in block 1a | | Remarks | The books are electronically available through the RUG library |
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| 32 | Introduction to psychology | PSBE1-01 |
From social interaction to brain anatomy, and from psychological disorders to cognitive processes such as attention and memory, this course introduces you to all aspects of the most fascinating topic there is: the human mind.
Introduction to Psychology will provide you with a broad and basic knowledge that you can rely on throughout the rest of your studies. |
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| 33 | Learning: Theory and practice | PSB3E-M14 |
| Each of the lectures will focus on a specific type of learning and memory, such a classical conditioning, operant conditioning, skill acquistion, and working memory. Fundamental principles and theories will be discussed, with an emphasis on how this knowledge currently is, or could be, applied in the domains of education, training, and therapy (for instance, application of principles of classical conditioning in the treatment of phobias or the use of working-memory training methods in the treatment of learning disorders). Each week, students will hand in a written assignment or essay, based on the lecture and assigned readings. |
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| 34 | Literature study | PSB3E-LT |
| A literature study entails an examination of a topic and relevant literature that is agreed upon between an examiner and a student. This exam may be taken orally or in writing. In principle, each staff member may be asked to supervise a literature study; students interested in such a study approach an examiner on their own initiative. Some areas within the department offer a number of predefined literature studies. |
| Faculty | Behavioural and Social Sciences | | Given in | English | | Coordinator | prof. dr. A. Dijkstra | | Lecturer(s) | various instructors | | Format | self-study | | Assessment | oral exam, paper, written exam (essay) | | ECTS | | | Remarks | After registering in Progress for this course, access will be granted to the Nestor community "Literature Study" with further information. |
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| 35 | Mass psychology | PSB3E-SP08 |
| The crowd is cool again. Whether it's about Donald Trump, climate protests, economic crashes or face tattoos: Understanding mass psychology is an indispensable part of understanding modern society. Which social psychological processes play a role in events, demonstrations, disasters and fads? How do the masses influence the individual, and how do individuals become a mass? We look at the role of social media, mass communications and the influence of politics, economics, demographics, etc. Through studying, writing and discussing, you will gain an understanding of major theoretical movements, the insights they offer and their impact. You will also learn about different ways in which this knowledge is put into practice – in event organization, maintaining public order, etc. The lectures are partly seminars in which practitioners and scholars from other disciplines present their views on mass psychology and its methods. |
| Faculty | Behavioural and Social Sciences | | Given in | English | | Coordinator | prof. dr. T.T. Postmes | | Lecturer(s) | prof. dr. T.T. Postmes | | Format | seminar, lecture | | Assessment | assignment, written exam (essay), written exam (multiple choice) | | ECTS | 5 |
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| 36 | Organisational change | PSB3E-IO07 |
| This course will provide an introduction to organizational development and change. As such, it builds on insights from applied behavioral science, such as organizational and social psychology as well as sociology and management science. In the 21st century, organizations are in a continuous state of change in their quest to achieve competitive advantage in the global marketplace. Given the magnitude of this change and its potential rippling effects, it is important for organizational psychologists to have a basic understanding of the theories, models, processes and methods related to organizational change. In this course, we will focus on the theories, models and processes specifically related to diagnosing, implementing and evaluating organizational change. Throughout the course, students will be exposed to a number of academic and practitioner perspectives on organizational change and will critically reflect on the pros and cons of various theories and approaches stemming from these perspectives. In essence, we will use theory and practical cases to understand how successful change efforts can be brought about at the individual, team and organizational level of analysis. |
| Faculty | Behavioural and Social Sciences | | Given in | English | | Coordinator | dr. D.C. Rus | | Lecturer(s) | dr. D.C. Rus | | Format | lecture | | Assessment | papers, written exam (essay) | | ECTS | 5 |
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| 37 | Perception | PSB3E-CP07 |
The ability to perceive is vital to every organism. Perception is rightfully viewed as one of the cornerstones of life itself. Human perception is realized through a number of processes in the brain, which realize both the simplest forms of sensation (“hot!”), as well as complex percepts (“this is a mobile phone”).
This course covers the physiological basis of the senses, and how these achieve perception of varied things, such as color, brightness, loudness, or pitch. More complex perceptual processing is also considered in the review of studies on object recognition, the perception of music, motion and space, and how these relate to consciousness. Finally, the development of perception across the lifespan and the effects of learning and practice will be reviewed. |
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| 38 | Personality and individual differences | PSBE1-05 |
| This course (PSBE1-05) provides students with a broad introduction into the major themes that govern personality psychology. The book and lectures define personality and provide a comprehensive overview of the main theories, research, and scientists within the different domains of personality (e.g., dispositional, biological, motivational, cognitive, and social). During the course we focus on a number of main themes that are central to research on personality and individual differences and also focus on intelligence, subjective well-being and personality disorders. |
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| 39 | Personnel Psychology | PSB3E-IO03 |
The following topics will be addressed in the lecture:
• Introduction into career management and development,
• Socialization, onboarding,
• Employee retention and turnover
• Developing human resources (e.g., through training)
• Performance and performance management: reward systems, goal setting, Management By Objectives (MBO)
Grading: The individual exam will form 100% of the final grade. Passing group assignments is, however, a precondition to be admitted to the exam/to have the exam graded. Assignments will be done in teams of 2 or 3 students. |
| Faculty | Behavioural and Social Sciences | | Given in | English | | Coordinator | dr. A. Schmitt | | Lecturer(s) | dr. A. Schmitt | | Format | practicum | | Assessment | written exam (multiple choice) | | ECTS | 5 | | Remarks | Required readings: Selected book chapters of the APA handbook (Zedeck, 2011) and some journal papers. All the literature is available for free electronically through the RUG library (via SmartCat). It is not needed to buy the book.
More detailed information on the compulsory book chapters and articles are published in the syllabus. |
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| 40 | Philosophy of Psychology | PSB3E-M09 |
Psychology is the science of mind and behavior. Because it investigates these particularly in human beings and with a variety of methods including biological measurements and statistics, psychology has a unique position between the humanities, life sciences, and natural sciences. Its research questions are related to all of these fields.
We will reflect on the theoretical presumptions, philosophical roots and modern challenges of psychology. A central question is whether the human mind can be reduced to behavior or brain activations. Can all important knowledge about human beings be discovered in their brains? Can consciousness be explained completely by empirical science? The challenges posed by mental disorders and their definitions will be discussed in detail.
Since this course is also an extension of the 2nd-year Theory of Science (in the Dutch program: Wetenschapstheorie) course, special attention will be given to science communication and how it drives hype as well as recent critiques of the science system.
The exam is based on multiple choice questions BUT students have the possibility to gain bonus points for their exam score in a group exercise that involves the critical analysis of a scientific study related to the course material. Note that this activity usually takes place during the last lecture of the year and that you must be present personally to earn the bonus points. More details will be provided in the course material and the lecture. |
| Faculty | Behavioural and Social Sciences | | Given in | English | | Coordinator | dr. S. Schleim, MA. | | Lecturer(s) | dr. S. Schleim, MA. | | Format | lecture | | Assessment | assignment, written exam (multiple choice) DIGITAL | | ECTS | 5 |
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| 41 | Programming for psychologists | PSB3E-M11 |
Psychologists increasingly rely on computers for all aspects of research. Programming is a useful skill for a psychological researcher, particularly for data analysis, modeling and simulation, and creating experiments. Having basic programming skills will open up a wide array of possibilities for researchers, whereas not understanding programming places limits on what a researchers can accomplish without the help of others. Programming for Psychologist is a basic course in programming, intended to introduce students to fundamental ideas in programming, including planning, writing, and debugging programs. It is intended that by the end of the course, the student will be able to independently create a fully functioning, moderatly complex program that does something useful, and will have enough knowledge of programming basics that they can extend their knowledge unsupervised.
In this course, we will use the language MatLab. |
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| 42 | Psychology: History and application | PSBE1-26 |
| Key episodes from the history of psychology are used to illustrate the interplay of theory, methodology, context, and practice in the emergence of today’s psychology and its place in contemporary society. Following on from this, students are introduced to specific psychological theories that solve problems in the human environment and enhance individual and societal functioning. |
| Faculty | Behavioural and Social Sciences | | Given in | English | | Coordinator | dr. S.E. Dalley | | Lecturer(s) | J.T. Burman, PhD. | | Format | lecture | | Assessment | written exam (multiple choice) | | ECTS | 5 | | Remarks | Course material will be provided electronically.
History readings will be available in a coursepack. |
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| 43 | Psychology in the workplace | PSBE2-03 |
| Work-, Organizational, and Personnel Psychology takes a three-pronged approach in understanding how personal, social, and environmental factors are related to people’s attitudes and performance in their work environment. The course will discuss, illustrate and critically evaluate these three main research streams (work, organizational, and personnel psychology). Specific topics include: 1) job and task performance, employee health and well-being (work psychology), 2) employee motivation, leadership and power, as well as group processes, such as cooperation, conflict, and decision making (organizational psychology), and 3) the design and consequences of human resource policies (personnel psychology). |
| Faculty | Behavioural and Social Sciences | | Given in | English | | Coordinator | dr. N.P. Leander | | Lecturer(s) | dr. N.P. Leander | | Format | lecture | | Assessment | written exam (multiple choice) | | ECTS | 5 | | Remarks | I will teach the course assuming you have the 5th edition book; you use an older version at your own risk. |
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| 44 | Psychopatholog symp. classif. and diagn. | PSB3E-KP01 |
| In this course we will provide an in depth review of a broad spectrum of psychopathological conditions as defined in the leading DSM-5. The DSM-5 classification of mental disorders and the criteria for classifying these conditions will be presented. After this course you will be able to apply the DSM-5 system in determining classification of psychopathological conditions. The pros and cons of a diagnostic classification system like the DSM-5 will be discussed as well. In the lectures several (guest)lecturers with a clinical background demonstrate the characteristic features of (common) psychopathological disorders. Dvd- and patient material will be used to illustrate these conditions. |
| Faculty | Behavioural and Social Sciences | | Given in | English | | Coordinator | dr. C. Borg | | Lecturer(s) | dr. C. Borg J. van Schaik, MSc. | | Format | lecture | | Assessment | written exam (essay) DIGITAL, written exam (multiple choice) DIGITAL | | ECTS | 5 |
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| 45 | Research methods: theory and ethics | PSBE2-08 |
| This course reviews and extends the material introduced in other courses concerning experimental design and data analysis. On the basis of case studies, pitfalls in design are discussed. Emphasis is placed on finding the appropriate design for a given research question, the practicalities of data handling, and the ethical responsibilities of the researcher. |
| Faculty | Behavioural and Social Sciences | | Given in | English | | Coordinator | dr. A. Sarampalis | | Lecturer(s) | dr. A. Sarampalis | | Format | lecture | | Assessment | written exam (multiple choice) DIGITAL | | ECTS | 5 | | Remarks | The theory dealt with in this course will be applied in PSBE2-09, Research Practicum. It is strongly recommended that the two courses be followed together. |
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| 46 | Research practicum | PSBE2-09 |
Students perform research under the guidance of a teacher, where the following skills are addressed:
- critically searching, reading and evaluating literature,
- formulating appropriate research questions and hypothesis,
- designing a quasi-experimental research project,
- collecting data,
- analyzing data (descriptive statistics, ANOVA and item analysis), and
- individually presenting the results, both in writing and verbally. |
| Faculty | Behavioural and Social Sciences | | Given in | English | | Coordinator | dr. T. Kuppens | | Lecturer(s) | various instructors | | Format | practicum | | Assessment | assignments | | ECTS | 5 | | Prerequisites | Statistics-Ia and Ib (PSBa1-05, PSBa1-08), and a passed practical for Statistics II (PSBA2-07). | | Remarks | It is strongly recommended that PSBE2-08, Research Methods, be followed in parallel with this course. (Not accessible to external students). |
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| 47 | School Neuropsychology: MBE | PSB3E-CN04 |
| School neuropsychology is a new discipline studying the relationships between the developing brain and the processes of learning and teaching in schools. It integrates neuropsychological and educational principles involving the relationships between mind, brain and education in order to provide an optimal learning environment for children and adolescents. School neuropsychology also acknowledges that there is an increasing number of children with medical and psychiatric conditions involving the brain which affect school performance. Furthermore, there is an increased use of psychoactive medications but also illicit drugs which affects academic achievement. In this course, applications of school neuropsychology in children from special populations, children with academic disabilities and/or processing deficits (e.g. ADHD, dyslexia) will be discussed, based on a clinical view on the effect of disorders on school achievement. Consequences for and requirements of assessment strategies, the curriculum, teaching practice and interventions are discussed. |
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| 48 | Social and cross-cultural psychology | PSBE1-02 |
The course gives students a broad introduction into the major themes of social and cross-cultural psychology. The lectures will cover the many ways in which we can be influenced by other people and
the social environment we live in. The first section of this course will look at the social cognitive processes that shape our perceptions of ourselves and others, and determine our behaviours, including basic social cognition (how we categorize our environment), social perception
(how we see others), the self (how we see ourselves), attitudes (how we form/change our opinions)and social influence (when and how we are influenced by others). In the second section of this course the focus lies on the social relations between people, such as prosocial behavior (when do we help others), interpersonal relations (when and why are we attracted to others), group processes (how do we interact within groups) and intergroup relations (why do we have intergroup conflict, why are people prejudice and how do they respond to discrimination).
Our behavior always takes place within a certain cultural context. Social psychological processes can help shape culture (for example via communication). Culture can also influence how certain social psychological processes take place (for example how we perceive ourselves, other individuals and groups). Throughout the course we will, where relevant, focus on cultural variations in behavior. In addition one of the lectures will focus on this theme. |
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| 49 | Social cognition and affect | PSB3E-SP04 |
| Social cognition is concerned with how people perceive, interpret, and explain social reality. The key idea is that individuals have expectations, prejudice, motives, and goals that influence the processing of social information. Research in social cognition investigates the role of cognitive and affective processes influencing judgments about the self and others, social comparisons, stereotyping, and person perception. The focus is always on basic empirical research and its application in domains such as marketing or health behavior. Topics will include: memory models, and automatic thoughts, the influence of cognition on motivation, social judgments, impression formation, and affective influences on social cognition. How these topics are studied in the related field of social neuroscience will also be part of this course. In the weekly lectures the topics from the book will be examined based on examples and results from recent empirical studies. |
| Faculty | Behavioural and Social Sciences | | Given in | English | | Coordinator | dr. K. Epstude | | Lecturer(s) | dr. K. Epstude | | Format | lecture | | Assessment | written exam (multiple choice) | | ECTS | 5 |
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| 50 | Social environment and behaviour | PSBE2-04 |
| The course focuses on the application of social-psychological theories, interventions and methods to understand and manage various social problems. In a series of lectures, we first describe important problems in different social fields. Next, it is analysed which behaviours are important in that field and which factors influence these behaviours. Finally, it is demonstrated how behaviour in that field can be changed by means of interventions. Among others, the following social fields are discussed: environment (promoting pro-environmental behaviour), health (smoking, safe sex), traffic and transport (aggression in traffic, traffic safety), economic behaviour (gambling behaviour), consumer behaviour (the influence of media and advertising), diversity, and social changes in developing countries (the effects of ICT). A short overview is given of the application of relevant theories and interventions and of types of applied research. In addition, we discuss different research methods, including survey research, correlational research, quasi-experimental research, experimental research and evaluation research. |
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| 51 | Social infuence | PSB3E-SP07 |
| Why do we always spend too much during sales? Why is “playing hard to get” such a great strategy to pick up a partner? Why do you sell ice-cream with a man in a speedo and insurances with a man in a business suit? How can you reduce rule transgressions by wearing gothic clothing? In this course you get an answer to these and many other questions. In this course you’ll learn how people’s beliefs, and actions are influenced by others. You will be introduced to various theories, principles and studies that give insight to how you can use people’s need for affiliation, accuracy and a positive self concept to persuade them. This interactive Social and Environmental psychology course is focused at both theory development and practical application. |
| Faculty | Behavioural and Social Sciences | | Given in | English | | Coordinator | dr. K.E. Keizer | | Lecturer(s) | dr. K.E. Keizer | | Format | lecture | | Assessment | written exam (multiple choice) | | ECTS | 5 |
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| 52 | Sport and performance psychology | PSB3E-OP01 |
| In this course, we review the key concepts, theories, models, and research findings from the field of sport and performance psychology. Students will be challenged to recognize their scholarly significance, to infer their implications, to think critically about them, and to put them into practice. |
| Faculty | Behavioural and Social Sciences | | Given in | English | | Coordinator | prof. dr. N. van Yperen | | Lecturer(s) | dr. J.R. den Hartighprof. dr. N. van Yperen | | Format | lecture | | Assessment | written exam (multiple choice) | | ECTS | 5 | | Prerequisites | For reasons of overlap, students who have taken the course PSB3E-IO06 or PSBAM-AOP6 in the past, are not allowed to take this course. | | Remarks | For reasons of overlap, students who have taken the course PSB3E-IO06 or PSBAM-AOP6 in the past, are not allowed to take this course. |
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| 53 | Statistical solutions to research problems in psyc | PSB3E-M16 |
| Based on empirical research problems, the use and usability of different statistical methods will be discussed. The course offers a great chance for a hands-on training in selecting, applying and interpreting statistical analyses and further developing your statistical reasoning. The course will be useful for those with an interest in psychological research and/or applied statistics. The topics include: 1. Item selection for a psychological test with factor analysis and item-response analysis; 2. Predictor selection in regression problems; 3. Analysing diary data of a single subject with time series analysis; 4. the Bayesian approach; 5. Missing data and its effects on inference. |
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| 54 | Statistics Ia | PSBE1-08 |
| Statistical data are the primary means by which hypotheses are tested and inferences are drawn in the social sciences. When a psychologist runs an experiment to learn about memory, when a sociologist surveys people about their social connections, and when a biologist measures how allele frequency changes over time in a population of bacteria, the results are data. Knowing how to interpret and learn from data is critical to being a successful researcher. Statistics 1A introduces students to data: its properties, how to describe it, how to visualize it, and an introduction to modeling data using probability theory. The knowledge gained in Statistics 1A will lay the foundation for Statistics 1B, in which students will learn the basics of statistical inference. |
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| 55 | Statistics Ib | PSBE1-09 |
| In science, we are often concerned with large populations. For instance, an ecologist might wonder what proportion of the population of a particular plant is afflicted by a disease, a political scientist might wonder what proportion of people in a given country endorse a particular attitude, and a psychologist might wonder whether the population of children that participate in a reading intervention subsequently have improved reading ability. In real life, however, we have to settle for small samples from the population, because testing an entire population is often not feasible. Statistics is the study of how one draws inferences from a sample, which we observe, to a population, which we cannot observe. Statistics is therefore the primary way by which scientists obtain knowledge in the sciences. Statistics 1B introduces students to foundational ideas of statistical inference: how can we test a hypothesis about populations? How can we estimate means of populations? How can we quantify our uncertainty about the population, given our sample? Statistics 1B lays the foundation for students to understand how statistical inference happens in practice. |
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| 56 | Statistics II | PSBE2-07 |
| The course builds on the knowledge from Statistics 1A and 1B. The main goal of the course is to develop a thorough understanding of statistical inferential methods within psychology, especially regression and ANOVA. The topics are single and multiple regression, one-way and multiple-way ANOVA, inference with correlations, effect size, and aspects that influence model validity. The basic principles of these techniques are discussed and explained during lectures. In addition, these principles are considered in practicals through the application of these techniques in social science research. In the practicals (computer) assignments are carried out with the aim to gain insight into the statistical concepts and to be able to apply the learned techniques to practical questions. Attention will be paid to dealing with open-access statistical software (JASP; students with an aspiration to enter scientific research are advised to use R), interpretation of the results, and drawing conclusions. |
| Faculty | Behavioural and Social Sciences | | Given in | English | | Coordinator | dr. J.N. Tendeiro | | Lecturer(s) | dr. J.N. Tendeiro | | Format | computer practicals, lecture | | Assessment | practical | | ECTS | 5 | | Prerequisites | PSBE1-08, Statistics 1a; PSBE1-09 Statistics 1b: both passed, or one passed and one with grade 5. |
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| 57 | Statistics III | PSBE2-12 |
Continuing where Statistics II ended, this course will discuss some new topics as well as some known topics in more depth. There will be five main topics: Multiple regression, logistic regression, ANCOVA and repeated measures ANOVA.
The theory behind each topic will be introduced during the lectures, after which the methods will be applied when writing two reports. |
| Faculty | Behavioural and Social Sciences | | Given in | English | | Coordinator | dr. L.F. Bringmann | | Lecturer(s) | dr. L.F. Bringmann | | Format | computer practicals, lecture | | Assessment | assignments, written exam (multiple choice) | | ECTS | 5 | | Prerequisites | To participate in Statistics III you need to have passed both Statistics Ia (PSBE1-08) and Statistics Ib
(PSBE1-09), and you need to meet the minimum requirements from Statistics II (PSBE2-07). The skills
and knowledge attained during Statistics II will be assumed to be actively present. | | Remarks | (Not accessible to external students) |
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| 58 | Teaching and Mentoring in Psychology | PSB3E-M18 |
| Some key components for successful student learning are: a collaborative learning community, the development of critical thinking skills, and students’ tactical use of self-regulated learning and motivational processes. The primary aim of this course is to demonstrate that each of these components in the higher education context can be effectively developed through the medium of peer mentoring. A secondary aim of the course is to develop specific skills and strategies peer mentors can implement to promote a collaborative learning community, critical thinking, as well as motivated and engaged self-regulated learning. In so doing, a third aim of the course is to produce knowledgeable and effective peer mentors |
| Faculty | Behavioural and Social Sciences | | Given in | English | | Coordinator | dr. S.E. Dalley | | Lecturer(s) | dr. S.E. Dalleydr. L. Klavina | | Format | seminar | | Assessment | written assignments | | ECTS | 5 | | Prerequisites | Entry to this course is based on a rigorous selection process (CV; motivation letter and interview) that takes place in the semester before the course begins |
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| 59 | Teaching skills | PSB3E-M17 |
In this course, students practice with general didactic skills, such as giving lecture-style talks and supervising discussions. We will cover both technical skills, such as structuring a presentation, and group dynamic skills, such as motivating students and giving effective feedback. In practical sessions, students will practice skills in smaller groups, where the teacher and the other participants observe and give feedback. Academic skills such as being able to link one's progress toward a chosen learning objective to theory as described in the literature will also be covered. In addition, the skills taught in this course are immediately put into practice by leading groups in the second year course ‘Communication and Diagnostic Skills’ (PSBE2-11) and in 'Working with Psychology' (PSBE2-15).
In this course, students will formulate a personal learning objective that they would like to achieve. They will receive support in working toward this goal from, for example, a coach (from the course PSMAV-5).
Places are limited; students must be selected in order to participate! |
| Faculty | Behavioural and Social Sciences | | Given in | English | | Coordinator | dr. S.M. Donofrio | | Lecturer(s) | dr. S.M. Donofrio | | Format | practicum | | Assessment | assignments, participation, presentation | | ECTS | 10 | | Prerequisites | There is a selection procedure for this course. In the selection, preference is given to students who will remain the entire academic year and can also assist in Academic Fields. Students must have successfully completed Dialogue and Group Skills (PSBE1-17) and Communication and Diagnostic Skills (PSBE2-11). | | Remarks | This course runs throughout the entire first semester. A number of group sessions will be held, as well as intervision meetings, "tutor" sessions, and a number of coaching sessions spread over the whole first semester.
There is a maximum number of students that can participate in the course; students will be selected based on recommendations and academic motivation. More information on the course will be provided on Nestor under 'student jobs' (toward the end of May in the previous academic year). |
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| 60 | Test theory | PSBE2-06 |
| This course gives an overview of the central topics that are important for understanding how tests are developed and validated. Topics include: historical developments and applications of psychological tests, the administration of tests, reliability and validity, factor analysis, and new developments in the field of test construction. |
| Faculty | Behavioural and Social Sciences | | Given in | English | | Coordinator | prof. dr. R.R. Meijer | | Lecturer(s) | prof. dr. R.R. Meijer | | Format | lecture | | Assessment | assignment, written exam (multiple choice) | | ECTS | 5 | | Remarks | Students can only take this course when having passed either Statistics 1a or Statistics 1b. |
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| 61 | The social psychology of communication | PSB3E-SP03 |
| Communication is the essence of social behavior. Effective communication enables people to fulfill their physical and social needs and to accomplish things they could never do as an individual. This course covers phenomena such as cross-cultural communication, voice use and nonverbal communication, lying, language use, emotion expression and recognition, gossip and chatting, what we find to be normal and appropriate in communication, and communication trough new media. The course goes beyond what is said and also addresses why people communicate in certain ways. For evolutionary or other reasons, people may want support, they may want to influence others, or to affiliate with them. Prevention of miscommunication starts with proper understanding of such motives, by attending to non-verbal signals such as emotions, gestures and voice intonation and by realizing that people may try to deceive each other. Against this background, communication via the Internet is an interesting and contemporary phenomenon with social disadvantages as well as benefits. By giving descriptions of such social phenomena and by applying different theories, social psychology provides an inspiring account of phenomena we encounter every day. |
| Faculty | Behavioural and Social Sciences | | Given in | English | | Coordinator | prof. dr. A. Dijkstra | | Lecturer(s) | | | Format | lecture | | Assessment | written exam (multiple choice) | | ECTS | 5 |
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| 62 | Theory of Science | PSBE2-05 |
According to early twentieth-century philosophers, science represents objectively observable facts and airtight assumptions about those facts. This has raised the question under which conditions, if any, observations and facts can be "objective". Recent discussions concerning fraud and replication have emphasized the human factor in science.
The endeavor to draw a line between science and pseudo-science and to understand how scientific communities are functioning psychologically (i.e. the sociology and psychology of science) is continuing well into the 21st century. Such questions become relevant in important political and social debates about climate change, the status of religion, or human's free will and responsibility.
After introducing the course and important historical positions on the theory of science, we will continue with a critical analysis and discussion of recent challenges for science and society, applying the theoretical-analytical method to real, recent, and socially relevant examples:
How does the neuroscience turn influence psychology and what does that mean for people and patients? What is health and what is the background of attempts to make humans better than healthy? What kind of things are mental disorders? What are recent trends in understanding gender? And, generally speaking, how do scientific definitions and classifications affect not only the work of scientists, but also the lives of laypeople? |
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| 63 | Traffic Psychology and sustained mobility | PSB3E-M12 |
This course has two central themes: 1. Behaviour in traffic and the effects of this behaviour on safety, and 2. Retention of mobility. Traffic psychology is rather broad in the sense that it covers issues such as drink driving, the influence of infrastructural measures on behaviour, and the risks of using electronic devices in traffic. Theories common in experimental, social, and neuropsychology are used to explain and predict this behaviour.
Examples of topics that will be dealt with are the role of mental workload in dealing with increased demands in and outside the vehicle, and the effectiveness of police enforcement, campaigns, and driver education. With regard to mobility, the importance of mobility for health is central. There are several factors that may interfere with the ability of being mobile in general and driving a car in particular. For example, intrinsic factors, such as arousal, fatigue, or visual perceptual skills, differ within and between individuals and have a substantial impact on multiple aspects of mobility. Moreover, severe medical conditions, including psychiatric illness (e.g. phobia) and neurological disorders (e.g. dementia) are associated with cognitive and emotional problems, and may reduce mobility and participation in traffic. In addition to intrinsic factors associated with the individual, there are also external factors that affect mobility and safety more temporarily, such as the use of legal and illegal drugs.
In this course students will acquire basic knowledge about traffic psychology and learn about the importance of mobility and factors influencing it. |
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| 64 | Understanding Psychopathology | PSB3E-KP02 |
Why are so many people unable to restrict their food-intake? And how can this be reconciled with the other end of the spectrum where anorexia patients can control their food-intake to the point where it results in life-threatening complications? How can it be explained that simply asking a question to someone who is waiting at a bus-stop might make this person sweat and tremble? Why do people persist in their drinking even when they are at the point of losing their partner, kids, and job? The central aim of this course is to provide scientific clues that may help answering this type of questions; to generate scientifically sound explanations of the development and persistence of abnormal dysfunctional behaviour. This requires proper theories.
Throughout this course the most important current theories will be discussed that have been advanced to provide a (temporary) explanation for dysfunctional, abnormal behaviour. It is impossible to address all helpful theories about all types of psychopathology. Therefore, this course focuses on those theories that are generally considered as the most powerful or most promising approaches. In this course we cover four different theoretical starting points (developmental, biological, learning, and cognitive) and illustrate each starting point on the basis of specific disorders and concrete case materials.
Following a transdiagnostic perspective this course covers the most prominent mechanisms that are assumed to play a major role in the etiology and persistence of disorders such as major depressive disorder, addiction, phobias, eating disorder, and ADHD/PDD. A number of important theoretical frameworks are chosen as the starting point; for some the emphasis is on the individual’s development across the life span, for others on learning experiences, on the role of cognitive processes such as attention and memory, or on the reciprocal relationship between neurophysiology and (dysfunctional)behavior. Each of the various approaches is illustrated by means of the most relevant disorders. |
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| 65 | Well-being at work | PSB3E-IO12 |
Popular media and policy makers report on the increasing pressure to perform at work, the rise of stress-related symptoms such as burnout, and the enormous costs for individuals, organizations, and society associated with these developments. At the same time, work is an important source for well-being and flourishing for many. During this course, students will learn about the most relevant theories to understand the relationships between the work environment and individuals and gain insight into how and under which circumstances the work situation has a positive or negative effect on employees’ well-being, health, and behavior. These processes will be discussed at the individual (e.g., personality, motivation) and organizational (e.g., working conditions, climate) level. Examples of topics that will be discussed in this course are leadership, mistreatment, work-life balance, and recovery processes.
The course will consist of lectures and practicum sessions. During lectures, students are introduced to major theories and current knowledge on stress and well-being at work. The course will also require students to develop and present a paper about an in-depth topic related to the course content (in groups of 4). Specifically, students will propose an intervention targeted at the individual or the organization and how the intervention’s assumed effects could be evaluated. Practicum sessions will lead students through the design and writing process and will also provide a platform to receive in-depth feedback from instructors. |
| Faculty | Behavioural and Social Sciences | | Given in | English and Dutch | | Coordinator | dr. A.C. Keller | | Lecturer(s) | dr. A.C. Kellerdr. S. Sanders | | Format | lecture, practicum | | Assessment | assignments, written exam (multiple choice) | | ECTS | 5 | | Remarks | This course is specifically developed for students who prepare for a master in Industrial-Organizational psychology, and is not open to students from outside the faculty. |
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| 66 | Working with Psychology | PSBE2-15 |
| The main purpose of this practical is gain more insight into different fields psychologist work in and into students’ academic and professional skills. Students’ learning experiences from first and second year courses will be expanded upon and the insights gained in this course serve as guidance for future courses. They will work towards this goal by learning more about the different fields psychologists work in. These perspectives will be connected to their own academic and professional skills in the practical sessions. Students will work on developing these skills in small group sessions by means of assignments, discussions, role-plays and presentations. The assignments will be based on the topics of the (guest)lectures. Therefore, both the (guest)lectures and practical sessions are compulsory. |
| Faculty | Behavioural and Social Sciences | | Given in | English | | Coordinator | W.E.H. Pitz, MSc. | | Lecturer(s) | various instructors | | Format | practicum, lecture | | Assessment | assignments, presentation, report | | ECTS | 5 | | Remarks | (Not accessible to external students) |
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